Study Visit to Örebro, Sweden
Day 1
Within the framework of the Swedish Institute–funded project
Objectives of the Day
The main objectives of Day 1 were to:
- explore the organisation of inclusive and special education across different stages of the Swedish education system;
- analyse pedagogical and didactic approaches to teaching pupils with intellectual disabilities;
- examine models of interdisciplinary support and teamwork within school settings.
Key Activities
During the day, participants visited schools representing different levels of the Swedish education system:
- Brickebackens skola — primary school (ages 6–12);
- Engelbrektsskolan — lower secondary school (ages 13–15).
University teams from Ukraine and Poland observed lessons in arts, languages, and mathematics, as well as everyday classroom practices and interactions between teachers, teaching assistants, and support teams. Particular attention was paid to:
- didactic approaches used in teaching pupils with intellectual disabilities;
- the organisation of special classes and the division of responsibilities between teachers and assistants;
- strategies for personalised support, including the type and intensity of prompts provided to individual pupils;
- expected learning outcomes by the end of the school year;
- daily collaboration between teachers, assistants, and therapists.
Outcomes and Added Value
Day 1 of the study visit contributed to:
- a deeper understanding of Sweden’s systemic approach to education and support for pupils with intellectual disabilities;
- the integration of school-based observations into the shared analytical framework of the EPERE project;
- joint reflection on the potential transferability of Swedish practices to the Ukrainian educational context;
- strengthening professional collaboration among partners from Sweden, Poland, and Ukraine.
The insights gained during Day 1 provided an important foundation for subsequent analytical discussions and learning activities during the Örebro study visit.
