Maria Rönn-Liljenfeldt, Finland.
Maria Rönn-Liljenfeldt, Universitetslektor i specialpedagogik, Åbo Akademi i Vasa
Abstract
Samundervisning mellan speciallärare och klass- eller ämneslärare är en rekommenderad undervisningsmodell för att stödja alla elever i det gemensamma klassrummet. Trots det stora stödet för samundervisning i forskning varierar användningen av samundervisning stort både mellan och i finländska skolor. Under föreläsningen presenteras och diskuteras förutsättningar för att skapa en skolkultur som främjar lärarsamverkan i form av samundervisning.
Stina Åshildsdatter Grolid er lærer på Ole Vig videregående skole på Stjørdal, like nord for Trondheim, og jobber i Nasjonal digital læringsarena (NDLA) som utvikler åpne digitale læringsressurser til elever på videregående skoler i Norge.
Stina Åshildsdatter Grolid, Norge.
Abstract
De siste årene har generativ KI blitt en del av skolen og samfunnet, enten man vil eller ikke. Generativ KI kan være en sabotør for læring, eller en god, tilpasset støtte for elevene.
Del 1: Deling av erfaringer fra praksisfeltet med fokus på bruk, utvikling, opplæring og holdning til generativ KI på videregående skoler i Norge. Grolid har tatt i bruk KI i egen undervisning, observert KI-undervisning på mange skoler i Norge og hun har utviklet og gjennomført systematisk og differensiert KI-opplæring av lærere og elever.
Del 2: Konkrete tips og råd knyttet til bruk av generativ KI som støtter læring i skolen. Fokuset er først hvordan lærere kan bruke generativ KI for å lage, tilpasse og gi elever differensiert undervisningsopplegg ved bruk av generativ KI. Så dreier fokuset seg mot hvordan elever kan bruke generativ KI på måter som støtter dem i deres læringsarbeid.
Eva Mårell-Olsson och Kim Wickman, Sverige.
Eva Mårell-Olsson is an associate professor of Education at Umeå University. Her research focuses on the pedagogical use of digital technologies such as augmented reality (AR), virtual reality (VR), artificial intelligence (AI) and gamification, as well as the creation of inclusive learning environments. Eva currently coordinates the Education and AI focus area within TAIGA, the Centre for Transdisciplinary AI at Umeå University. She is also qualified as an Excellent Teacher, and her primary teaching areas are the use of AI in educational practices.
Kim Wickman is an associate professor in Education. Her research interests include gender, disability, adapted physical activity, and accessible learning environments. Kim currently leads the Special Education Research Council at Umeå University. She is qualified as an excellent teacher, and her primary teaching areas are special education and sports pedagogy.
Abstract
Nordic schools champion equity, yet socio-economic segregation and school-choice policies continue to widen achievement gaps: in Sweden, 16 % of students did not qualify for upper-secondary studies in 2023. To explore how tomorrow’s special-education professionals plan to meet this compensatory challenge with support of artificial intelligence (AI), we surveyed 79 first-year students, 43 prospective special educators and 36 special teachers, using a convergent mixed-methods design that paired 30 Likert-scale items with seven open questions. Most participants are familiar with ChatGPT-style Tools but feel under-prepared to apply them in practice. Their responses reveal four intertwined insights: (1) they recognize gaps in their own technical and pedagogical competence and call for systematic support; (2), they believe large language models could promote inclusion by simplifying texts, scaffolding executive functions and providing differentiated feedback; (3) they identify ethical and practical barriers such as data privacy, source credibility and the risk of oversimplifying diverse needs; and (4), they outline pathways to responsible adoption that combine targeted professional development, clear institutional guidelines and collaborative knowledge-building. Overall, the cohort is cautiously optimistic. According to the respondents, AI has the potential to reduce workload and enhancing accessibility. However, robust training and safeguards are essential to prevent new inequities. In conclusion, teacher-education programmes should embed AI literacy throughout their courses, co-design inclusive tools with learners and align local practice with national policy, ensuring that AI strengthens, rather than undermines, the collaborative school’s pursuit of social sustainability.