Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading (HER), an online reading programme, with four non-vocal students with a severe learning disability (SLD), over the course of a nine-week period.

This essay is a review on the book titled Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices, by Vasileios Symeonidis, which is a valuable contribution to the field of international and comparative education investigating the interaction between local and general, in this sense “European” trajectories in teacher education.

The purpose of this study was to evaluate whether students with intellectual disabilities can improve their arithmetic skills by participating in an arithmetic intervention programme, theoretically founded on explicit instruction and administered via an application developed for tablet computers.

The aim of this study was to examine what kind of school performance and behaviour profiles could be identified among students in the final grade of basic education in the Swedish speaking parts of Finland (N = 1149, grade 9), how these differed in temperament and how temperament could explain profile differences in first language (L1, Swedish) grades, behaviour grades, and results from standardised reading tests.

The aim of the study was to examine how SLs in Finnish schools were co-teaching has been realised experience their own and co-teachers’ roles in leading the realisation of co-teaching as an inclusive approach.

The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs.

Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week.

The current study focuses on teacher effects on students’ achievement in mathematics and Swedish language in Grade 6. Prior to presentation of our research questions, we review research on competence in teaching early reading and mathematics.

In this article, we aim to deepen the knowledge on teachers’ action research as social learning in collaboration with a research-based PD leader. In this study, we follow two teachers conducting action research in a Swedish upper secondary school, in collaboration with a professional development (PD) leader who is also a doctoral student.

Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building.