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The development of inclusive tools for Physical Education (PE) is often conducted without involving children as co-developers or viewing education as consisting of heterogeneous target groups, not as individuals with different needs, such as disability. This study forms part of a larger project on innovations from a norm-critical perspective on tools for PE with children and companies as co-producers. The particular focus of this study is to test and evaluate a prototype from a child's perspective, with the specific aim of investigating how participation, inclusion and learning are described in the use and development of a new sports tool in the subject of PE at three schools in Halland, Sweden. The study uses qualitative methods such as interviews, films and participant observations using an intervention approach. The results of the study show that participation and inclusion play an important role in developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning in the development and creative use in classes in which it was necessary for the children to manage challenges and obstacles.

Many children with disabilities face the risk of illness by being excluded from physical education. The purpose of this article is to investigate an open collaborative innovation that can contribute to more inclusive elements in physical education, resulting in a better quality of education for children and youths with a disability. The question asked here is whether performative, bodily, geographical, norm critical and collaborative aspects involved in the use of an innovative aid called Swing Table Tennis (SwingPingis), has any impact on teachers' perception of inclusion and well-being for the children using the innovation. The methods used in this study are interviews of children with disabilities and their physical education teachers, combined with participant observations carried out during classes using the tool. The findings indicate children and teachers perceive the tool as a means to an embodied, creative part of collaboration and involvement during the lesson, as well as in the teaching of the subject Physical Education. Children perceived SwingPingis as an opportunity to get motor training and build bodily capacities to perform, which in turn were reported as a feeling of the joy in movement. Teachers emphasize SwingPingis usefulness and accessibility. It is an asset in teaching as well as enabling and complementing other motor training in teaching.

This study concerns narratives and practices developed within landscape management in a Natura 2000 area in the south-west of Sweden. This European Union-funded project shifted focus from morphological and passive conservation management to intervening in biological management. I investigate some of the consequences of re-politicized discourses and practices during this period. I ask how a traditional policy view on conservation was handled during this change, and what role EU funding has in preserving or changing a traditional management policy for landscape conservation. The conclusions are that landscape protection is driven by political and ideological values connected with institutionalized aesthetic components that are adjusted to whatever disciplinary focus prevails at the time. However, traditional approaches are retained, excluding participatory methods and the social dimensions on landscape management. To some extent, the available EU funding leverages alignment of project goals and management, influencing landscape alteration.  Keywords: SandLife, political ecology discourses, landscape restoration and management, aesthetics, morphology and biology, EU projects

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