Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

中文翻译：

---

扩展特殊教育专业工具箱：瑞典数字化特殊教育实践案例研究

过去几十年对学校政策产生重大影响的两种教育趋势是全纳教育和数字化。为此，本研究的目的是探讨全纳教育和教育数字化如何在瑞典特殊教育实践案例中相互关联、理解和体现。以活动理论为理论框架，本研究结果表明，全纳教育的含义已经发生转变，数字化使得以全纳教育为目标的特殊教育活动既存在一致性，又存在矛盾。尽管数字化被描述为包容性学校实践提供替代方案，但新的期望和工作任务有时超出了特殊教育工作者的专业知识。