Support for students in school

The plan requires that the person living with a disability be able to rely on support being there and that the right is not constantly questioned, which bears the counter-proposal's condition that the reform must not reduce the right to support at school. The plan's compensatory school view and requirement for early intervention align with support being given as soon as a need is discovered. The committee's reasoning that abolishing extra adjustments allows earlier discovery is therefore directly met by the plan's requirement for retained right to support.

• the right to support must not be erodeddecisive»På samma sätt ska du som lever med funktionsnedsättning kunna lita på att du får det stöd du behöver, och på att din rätt att delta i samhället på det sätt du vill inte ständigt ifrågasätts och försvåras.« (2022 manifesto ↗)“Similarly, as someone living with a disability you should be able to rely on getting the support you need, and that your right to participate in society the way you want is not constantly questioned and made more difficult.”
• compensatory school»En skola som ger barn lika chanser är också kompensatorisk, det vill säga den förmår ge mer stöd till den som kommer från sämre förutsättningar.« (2022 manifesto ↗)“A school that gives children equal chances is also compensatory, that is, it is able to give more support to the one who comes from worse circumstances.”
• early intervention»Vänsterpartiet vill se fler lärare, tidigare insatser för barn som har det kämpigt och förbättrad tillgång till lärande genom hela livet.« (2022 manifesto ↗)“The Left Party wants to see more teachers, earlier interventions for children who are struggling and improved access to learning throughout life.”
• children's convention rights»Utvecklingen mot starkare rättigheter för barn är en av de progressiva« (party programme ↗)“Development towards stronger rights for children is one of the progressive”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan requires that all children regardless of disability can reach their goals and that schools fulfil their compensatory task, with more resources to the most disadvantaged schools. The counter-proposal's requirement that the reform actually provides support to more students without reducing the right to support follows from this. However, the plan does not take a position on how support is organized.

• support regardless of disabilitydecisive»Möjlighet för alla barn oavsett funktionsnedsättning att nå målen för sin utbildning.« (party programme ↗)“Opportunity for all children regardless of disability to reach the goals of their education.”
• compensatory task»Goda förutsättningar för skolan att klara sin kompensatoriska uppgift.« (party programme ↗)“Good conditions for schools to fulfil their compensatory task.”
• support based on need»Skolan ska ge varje barn möjlighet att lyckas utifrån sina förutsättningar.« (2022 manifesto ↗)“Schools must give every child the opportunity to succeed based on their conditions.”
• resources to disadvantaged schools»De mest utsatta skolorna och förskolorna måste få mer resurser.« (2022 manifesto ↗)“The most disadvantaged schools and preschools must receive more resources.”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan states that school shall be accessible to everyone regardless of functional ability, that the child's best interests shall always be decisive and that assessment shall promote learning rather than sorting. The counter-proposal demands that the reform does not reduce the right to support and that negative effects of individual or special education are countered, with regard to the child and disability rights conventions. This follows from the plan's commitments.

• accessible schooldecisive»Skolan ska vara tillgänglig för alla, oavsett funktionsförmåga« (party programme ↗)“School shall be accessible to everyone, regardless of functional ability”
• child's best interests decisive»Barnkonventionen är svensk lag och barnets bästa ska alltid vara avgörande när beslut fattas kring barn.« (party programme ↗)“The Convention on the Rights of the Child is Swedish law and the child's best interests shall always be decisive when decisions are made regarding children.”
• assessment not sorting»Bedömningen i skolan ska främja lärande och utveckling – inte sortering.« (party programme ↗)“Assessment at school shall promote learning and development – not sorting.”
• strengthened student health services»förstärka elevhälsan och satsa på fler skolsköterskor, specialpedagoger, psykologer och kuratorer i skolan.« (2022 manifesto ↗)“strengthen student health services and invest in more school nurses, special education teachers, psychologists and counsellors in schools.”

The party programme requires that legislation and regulations offer great freedom to solve the school's task locally, which is exactly what the counter-proposal requests when principals themselves shall be able to organise support teaching and adjusted coursework. At the same time, the election manifesto promises the right support for all pupils, and the programme that the public guarantees high quality. Children's rights and perspective shall according to the plan be of paramount importance.

• local freedom in schooldecisive»Lagstiftning och regelverk måste erbjuda stor frihet« (party programme ↗)“Legislation and regulations must offer great freedom”
• right support for all pupils»Det vill vi åstadkomma med bättre stöd och fortbildning för lärare och rektorer, och rätt stöd till alla elever.« (2022 manifesto ↗)“We want to achieve this with better support and further training for teachers and principals, and the right support for all pupils.”
• quality guarantee in education»Det offentliga ska garantera att utbildningen lever upp till höga krav på kvalitet« (party programme ↗)“The public shall guarantee that education lives up to high standards of quality”
• child rights perspective»Av största betydelse är då barnens rättigheter och perspektiv.« (party programme ↗)“Of paramount importance are children's rights and perspective.”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan explicitly wants to see more dedicated teaching groups and support classes outside the regular classroom, whereas the counter-proposal wants to counteract negative effects of individual or special instruction. The plan additionally wants the administration to become state-controlled and for objective-based governance to be replaced by rule-based governance, not for the administrators to organize the support locally themselves. The plan's commitment that all students have the right to support, however, speaks partly in the opposite direction.

• more dedicated teaching groupsdecisive»Därför vill vi se fler särskilda undervisningsgrupper utanför det vanliga klassrummet, för att elever som annars stökar och stör ska få bättre chanser.« (2022 manifesto ↗)“Therefore, we want to see more dedicated teaching groups outside the regular classroom, so that students who otherwise create disruption get better chances.”
• differentiated instruction»Det kan handla om särskilda undervisningsgrupper för elever som behöver extra träning eller hjälp med ett visst skolämne, hjälpklasser för elever med beteendeproblematik eller fler spetsutbildningar för elever som är högpresterande i något ämne.« (party programme ↗)“This can involve dedicated teaching groups for students who need extra practice or help with a particular school subject, support classes for students with behavioural difficulties, or more specialized training for students who are high-achieving in some subject.”
• state administration»Huvudmannaskapet för den offentliga grund- och gymnasieskolan ska därför vara statligt, och målstyrningen av skolan ska ersättas av regelstyrning.« (party programme ↗)“The administration of public primary and secondary schools shall therefore be state-controlled, and objective-based governance of schools shall be replaced by rule-based governance.”
• right to support»Alla elever har rätt till stöd och utmaningar oavsett individuella förutsättningar. Ökad tillgång till speciallärare är av största betydelse.« (party programme ↗)“All students have the right to support and challenges regardless of individual circumstances. Increased access to special educators is of paramount importance.”

The plan establishes that schools are responsible for providing students with the support that matches their needs and that schools are provided resources for students with special needs. The counter-proposal's requirement that the reform does not reduce the right to support follows from this, as does the requirement that school leaders themselves organize support based on local conditions, since the plan gives schools great freedom to design teaching. The Convention on the Rights of the Child is according to the plan the starting point for initiatives for children.

• students' right to supportdecisive»Skolan har ett ansvar för att eleverna får det stöd och den stimulans som motsvarar deras behov.« (party programme ↗)“The school has a responsibility to provide students with the support and stimulation that matches their needs.”
• resources for special needs»Skolorna ska tillförsäkras resurser för att kunna tillmötesgå elever med särskilda behov.« (party programme ↗)“Schools shall be provided with resources to meet the needs of students with special needs.”
• school leaders' freedom to organize»ska de ges ett stort mått av frihet att själva utforma undervisningen« (party programme ↗)“shall they be given a high degree of freedom to design the teaching themselves”
• the Convention on the Rights of the Child as starting point»Insatser för att stödja barn och ungdomar ska ske med utgångspunkt i FN:s barnkonvention« (party programme ↗)“Initiatives to support children and young people shall be undertaken starting from the UN Convention on the Rights of the Child”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan promises better support for the children who have it hardest and that measures should be taken in time for students who are not coping with school. It also wants decisions to be made at the lowest effective level, which aligns with the counter-proposal's requirement that councils themselves can organise remedial teaching according to local conditions. The requirement that the reform actually provides more students with support follows from the plan's own ambition.

• better support to weakest studentsdecisive»Vi ska ge bättre stöd till de barn som har det svårast« (2022 manifesto ↗)“We shall give better support to the children who have it hardest”
• measures in time»Åtgärder måste vidtas i tid för elever som inte klarar av sin skolgång.« (2022 manifesto ↗)“Measures must be taken in time for students who are not coping with school.”
• local freedom to organise»Det politiska systemet ska bygga på att beslut fattas på lägsta« (party programme ↗)“The political system should be based on decisions being made at the lowest effective level”
• municipal support responsibility»Göra det obligatoriskt för kommuner att erbjuda läxhjälp från lågstadiet« (2022 manifesto ↗)“Make it mandatory for municipalities to provide homework help from primary school”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan requires that teaching provides space for individual help to students, that student health is significantly strengthened and that both low- and high-performing students can receive support and stimulation. The counter-proposal's demand that the reform actually leads to more people receiving the support they are entitled to, without the right to support being reduced, corresponds to these commitments. However, the plan does not directly address the support reform's design, so the assessment is uncertain.

• support for all studentsdecisive»lågpresterande elever skall kunna få stöd och stimulans.« (party programme ↗)“low-performing students should be able to receive support and stimulation.”
• individual help»En arbetsmiljö som ger utrymme för studiero, arbetsglädje och individuell hjälp till elever ska prioriteras.« (2022 manifesto ↗)“A working environment that provides space for peaceful study, work satisfaction and individual help to students shall be prioritized.”
• strengthened student health»Kraftigt förstärka elevhälsan« (2022 manifesto ↗)“Significantly strengthen student health services”
• rights of people with disabilities»Alla medborgare ska ha rätt till ett gott liv och en fullgod levnadsstandard, även om man är född med eller råkar ut för något som gjort att man har fysiska eller kognitiva begränsningar eller variationer.« (2022 manifesto ↗)“All citizens shall have the right to a good life and an adequate standard of living, even if one is born with or suffers from something that has caused one to have physical or cognitive limitations or variations.”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.