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Findings highlight relational and compensatory special education perspectives, plus unequal allocation of digital tools linked to gaps in equal education mandates.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/designs-for-learning-focus-on-special-needs-research/601035/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/designs-for-learning-focus-on-special-needs-research/601035.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the article’s primary aim?","Question",{"text":62,"@type":63},"To contribute knowledge about challenges to literacy development in a digitalized learning environment, focusing on pupils in need of special support.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What theoretical and methodological approach does the study use?",{"text":67,"@type":63},"It is grounded in design-oriented theories about learning affordances and meaning-making, using an ethnographically inspired approach based on observations and interviews.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the results show about teachers’ designs for learning?",{"text":71,"@type":63},"Teachers’ intentions targeted children needing special support and reflected a relational, democratic approach to closing gaps, while results also reveal a parallel compensatory perspective.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601035,1792166955,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Forsling, K. (2019). Designs for Learning: Focus on Special Needs. Designs for Learning, 11(1),108–117. DOI: [https://doi.org/10.16993/dfl.106](https://doi.org/10.16993/dfl.106)  \n\n| RESEARCH\u003Cbr>Designs for Learning: Focus on Special Needs Designs for Digitalised Literacy Education in a Swedish Lower Primary School Karin Forsling |\n| --- |\n| The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development.\u003Cbr>The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study.\u003Cbr>The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’compensatory perspective.\u003Cbr>Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’home circumstances and the preschool-class. |\n| Keywords: special needs education; design-oriented theory; digital tools; digital literacy; relational perspective; transformation competences; design; orchestration |\n\nIntroduction  \nThe aim of this article is to contribute knowledge about challenges to literacy education in a digitalized learning environment, with focus on pupils in need of special support. The article is based on a section of data initially collected for my doctoral thesis (Forsling, 2017), which examined how learning environments and situations were designed and orchestrated with the aim to provide pupils in a Swedish lower primary school with optimal opportunities for literacy development. Design, in this sense, included cultural and material tools and artefacts, as well as social qualities. Orchestration of environments and processes conducive to learning were involved in the design concept (cf. Jewitt, 2009; Leijon, 2010; Lindstrand, 2006; Selander and Kress, 2010) . In the thesis design further entailed critical thinking and reflection about learning, both individually and in interaction with others.  \nThe article is based on data collected during my doctoral studies. Parts of the data material led to increased  \nKarlstads Universitet Karlstad, SE [karin.forsling@kau.se](karin.forsling@kau.se)  \ncuriosity and new research questions. An interesting intersection of perspectives regarding pupils in need of special support, teachers’ intentions for designs and orchestration, and the allocation of digital tools was manifested. This specific focal point needed to be explored and this is the aim of the present article.  \nThe rapid digitalisation in education leads to increased demands on practitioners and researchers (Engeström, 2008) . Teachers’ need and request for substantial professional development in ICT has increased in schools throughout Sweden, and the school in this study was no exception. The present study, which is a minor field study, may not h","cbCaiaaxr0cVY95M","https://ap.wps.com/l/cbCaiaaxr0cVY95M","pdf",854512,"English","# Introduction\n## Research Questions\n# Institutional Settings – the Research Environment","[{\"question\":\"What is the article’s primary aim?\",\"answer\":\"To contribute knowledge about challenges to literacy development in a digitalized learning environment, focusing on pupils in need of special support.\"},{\"question\":\"What theoretical and methodological approach does the study use?\",\"answer\":\"It is grounded in design-oriented theories about learning affordances and meaning-making, using an ethnographically inspired approach based on observations and interviews.\"},{\"question\":\"What do the results show about teachers’ designs for learning?\",\"answer\":\"Teachers’ intentions targeted children needing special support and reflected a relational, democratic approach to closing gaps, while results also reveal a parallel compensatory perspective.\"}]","Designs for Learning: Focus on Special Needs - Research | PDF",1792091854,25]