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När forskning möter fantasi, lek och storytelling väcks barns nyfikenhet på naturvetenskap. Kide Science bygger på den forskningsförankrade modellen Playful Inquiry och ger barn möjlighet att utforska och resonera genom praktiskt lärande. Här kombineras storytelling, enkla experiment och språkutveckling på ett lustfyllt sätt. Du som pedagog får ett tryggt stöd i arbetet med STEM – i linje med läroplanen och anpassat för barn på olika nivåer.

With contrasting dials, dot numerals and an open design, the clock allows the user to more easily understand the passage of time. Audible signal on and off. Battery included. Dimensions: 19x19 cm

I den digitala dagboken PictureMyLife arbetar vi med AKK (alternativ och kompletterade kommunikation) genom bildstöd som Widgit, Pictogram och Ritade tecken för att stärka förståelse, delaktighet och kommunikation.

Den digitala dagboken PictureMyLife gör det möjligt för barn och ungdomar med funktionsnedsättningar att uttrycka sig genom bilder, film, ljud och text. Vi stödjer skolor, familjer och verksamheter i att skapa struktur, dokumentation och meningsfull kommunikation i vardagen.

HateLess är ett praktiskt, lättanvänt och kostnadsfritt metodmaterial med färdiga lektionsupplägg, som hjälper elever att förstå och hantera hat – både i skolan och på nätet. HateLess motverkar hat och skapar en tryggare miljö – i skolan och på nätet HateLess är ett evidensbaserat metodmaterial som ger skolor verktyg att stärka klassrumsklimatet. Materialet hjälper till att minska hatretorik bland elever i mellan- och högstadiet, genom att arbeta med bland annat språkbruk, konflikthantering och normer. Med färdiga lektionsupplägg som kombinerar filmer, praktiska övningar, case och diskussionsmoment får eleverna lära sig att identifiera, förstå och hantera hat – både i skolan och på nätet. Eleverna utvecklar även empati, tilltro till sin egen förmåga att hantera hat och förmåga att säga ifrån. Materialet används av lärare under skoltid och kräver minimal förberedelse – bara att sätta igång.

The Niilo Mäki Institute's KUMMI series consists of assessment, teaching and support materials for learning and learning disabilities. The authors of the series are experts who keep up with research on learning disabilities and who are familiar with the psychological and pedagogical methods available for assessing difficulties and teaching and supporting children with special needs and needs. The 13th part of the KUMMI series describes a consultation model that can be used to plan support for hyperactive children in daycare centers and preschools. The consultation model described in the book serves as a tool for planning and implementing support in a structured and consistent manner. During the consultation, the child's behavior, situational factors and the feedback that the child receives from his or her environment are analyzed. The goal is to adapt the situational factors and thus more clearly guide the child's behavior in the desired direction. The crucial thing is to become aware of how adults can support the child and the child's needs with their own behavior and actions. The consultation model includes 4 stages: 1) Defining the problem, 2) analyzing the problem, 3) planning and implementing the support, and 4) evaluating. The book describes the objectives of each stage, the tasks of the consultation participants, and the survey methods. For example, special kindergarten teachers or psychologists can act as consultation leaders. The book is recommended for anyone working in early childhood education and who wants to develop their ability to notice how situational factors affect children's behavior and how, by adapting their own actions, they can help children succeed.

Difficulties with behavior can be very stressful for both teachers and the entire school community and are a risk factor for students' future development. A reduction in disruptive behavior promotes students' learning and positive development and improves the general well-being at school. This Kummi publication presents the Check in Check out (CICO) operating model, with the help of which students can be offered more effective behavioral support as part of everyday school work. The Finnish version of the CICO model was developed and researched in the joint ProKoulu and ProVarkaus projects of the University of Jyväskylä and the Niilo Mäki Institute. The Swedish version was translated and edited within the framework of the Niilo Mäki Institute's project Learning and Support in Finnish-Swedish Schools 2 (ILS 2). The Kummi publication is aimed at school personnel: teachers, special education teachers and school counselors, as well as psychologists and counselors. The manual describes how to use the CICO model in practice in schools. The handbook also contains the evaluation and work tools needed to initiate support for individual students. The Kummi publication contains: General principles for supporting behavior Instructions for building behavior support in school Necessary evaluation, documentation and follow-up forms for systematically implementing CICO support

The KUMMI series contains assessment, teaching and training materials for learning and learning disabilities. In the 19th part, we present a model for how support for self-regulation and executive skills can be built up. The focus is particularly on how regulation of behavior and learning can be supported in school. The handbook provides a framework for how support measures can be planned, implemented and followed up in a consistent and structured way. The book's starting point is that self-regulation is a skill that is constantly developing in interaction with the environment. Successful self-regulation occurs when the demands of the environment and the skills an individual has meet and are sufficiently consistent. The forms of support in the book are divided into three steps, where the focus is on adapting the environment to support self-regulation on the one hand and on the other supporting the individual 1. Supporting the direction - what is expected of me? 2. Supporting the motivation - what feedback do I get? 3. Supporting the capacity - what skills do I need? A crucial question is how the adults around the child can act in a way that supports the development of regulatory skills in children and young people, especially executive skills, strengthen their ability to function in changing situations and enable successful self-regulation. The book is aimed at everyone who works with children and young people and who wants to develop their understanding of how self-regulation skills develop and increase their ability to respond to and support self-regulation difficulties. The book attaches particular importance to the demands and challenges of the school context regarding self-regulation, which makes it well suited to school staff: teachers, special education teachers, supervisors, counselors and psychologists.

FOCUS – Small group training program for 8-11 year old children with attention difficulties is a manual that describes in detail the basics and application of the FOCUS training program. The manual describes how the 20 sessions should be carried out and contains almost all the necessary material. A ready-made program makes it easier to get started in practice with groups for children with attention and self-regulation difficulties. The manual consists of four parts. The first part describes the theoretical starting points of the training program. The second part deals with general guidelines for how the program should be carried out. The third part describes the 20 sessions in detail and in the last part you can read about experiences with the FOCUS program. The training program material is available online for those who have purchased the manual and from there it is easy to print out the necessary material. The book is intended for professionals who work with children in education or social and health care.

KM (Kunskapsmatrisen) is a digital tool created by teachers who understand the classroom. The tool aims to make the teacher's day more efficient and improve knowledge acquisition among students. KM is used in theoretical subjects at more than 2000 schools across the country and in over 80% of Sweden's upper secondary schools. - Save time and improve the achievement of learning objectives: With KM, you can save a lot of time, especially when creating tests and assessing. Many tasks are automatically corrected. KM also helps improve students’ knowledge development through features like self-assessment and clear feedback. - A substantial task bank: Our task bank makes it easy to find high-quality assignments. All tasks are reviewed by experienced teachers and come with complete grading guidelines. They are also categorized by the central content in the curriculum, level, and skill. - Ready-made tests and diagnostic tests: We offer prepared tests and assessments for various subjects, including pre-course diagnostic tests and automatically corrected tests, allowing teachers to quickly assess students' knowledge levels at the start of a course. All publicly released national exams conducted since 2011 are available in our bank, and, where possible, they are also automatically corrected. - Conduct tests: The tests you create in KM can be efficiently conducted and assessed. You have great flexibility in designing the test environment to suit your preferences – whether students write on computers in our cheat-proof environment, use paper and pen – or a combination of both. Please come by our stand, and we will tell you more!

We keep track of GUT, curricula and other relevant parts of the School Act for you. We also make sure that both the person who creates the timetable and the person who depends on it are satisfied.

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