ABSTRACT

Students with special educational needs (SEN) are systematically hindered in their participation in test-taking and, as a result, are also excluded from participating in high-quality learning. Hence, participation in the assessment situation is connected to power relations and future prospects and possibilities to participate in society. This article explores aspects of participation in a standardised and national assessment in Sweden by scrutinising a moment of mandatory national testing in mathematics with students in need of special education. The conclusions are that layers of access and levels of participation are established as the result of complex movements between communication, support, relations and the mathematics involved.

摘要

有特殊教育需要 (SEN) 的学生在参与考试方面受到系统性阻碍，因此也被排除在参与高质量学习之外。因此，参与评估情况与权力关系以及未来参与社会的前景和可能性有关。本文通过仔细检查需要特殊教育的学生在数学方面的强制性国家测试的时刻，探讨了参与瑞典标准化和国家评估的各个方面。结论是，访问层和参与水平是沟通、支持、关系和所涉及的数学之间复杂运动的结果。