Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?
Plus
Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.
Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.
IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.
Hjelpetiltak mye hĂžyere enn snittet
SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.
- Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.
- Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.
I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.
Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.
NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.
Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.
Dette er tilrettelagt undervisning
Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis
Klasserommene er fulle av varme
SÄ til det som er veldig bra i rapporten. Den viser svart pÄ hvitt at elevene opplever solid stÞtte fra lÊrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pÄ skolene holder hÞy kvalitet. I tillegg har Lyngdal en lÊrertetthet som oppfyller normen pÄ alle trinn. Skolene vÄre er fulle av varme, trygghet og gode voksne. Det skal lÊrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.
Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pÄ tallene. Kommuneledelsen legger kortene pÄ bordet, og denne Äpenheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lÊrere, rektorer og FAU fÄtt et verktÞy som viser hvor skoen trykker i Lyngdal-skolene.
Sakker akterut underveis
To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.
- Nasjonale prÞver pÄ 5. trinn: Rapporten viser at Lyngdal har en stÞrre andel elever pÄ de laveste mestringsnivÄene (mestringsnivÄ 1) i bÄde lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.
- Ungdomstrinnet (skolebidrag):Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pÄ mellomtrinnet (-1,6) og en markant lavere verdi pÄ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pÄ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelÞpet.
Fem relevante spÞrsmÄl
I tillegg til Ä finne ut hvorfor det er sÄ mange som fÄr tilrettelagt undervisning, er dette fem andre relevante spÞrsmÄl som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».
Hvo*rfor svikter den faglige progresjonen pÄ mellom- og ungdomstrinnet?*
I lys av prestasjonene pÄ 5. trinn pÄ nasjonale prÞver og fallet i skolebidrag pÄ ungdomstrinnet, hvorfor klarer ikke skolene Ä omsette hÞy lÊrertetthet og god trivsel til bedre resultater?
Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pÄ 10. trinn?
ElevundersÞkelsen avdekker at indikatoren for faglig utfordring pÄ avgangstrinnet har sunket dramatisk det siste Äret, samtidig som elevenes motivasjon ligger pÄ lave 3,2. Hva skal gjÞres for Ä snu denne demotiverende knekken hos avgangselevene?
Hvorfor koster en elev pÄ KvÄs 63 000 kroner mer enn en elev pÄ à ?
Mens en elev pÄ à koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?
Hvorfor ikke ta skoledebatt nÄ?
Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.
Hvorfor er ikke kunstig intelligens en del av rapporten?
Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?
«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.
Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.
đ·ïž Extracted Entities (6)
Lyngdal
(place)
FAU
(entity)
KvÄs
(place)
Bente Ingebretsen
(person)
Gjennom Ingebretsens
(person)
Norge
(entity)
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This article has been updated since it was first fetched. Below are all versions:
Version 2
Current
2026-05-26 11:19:20
Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?
UPDATE
PLUS
Author: Magne Storedal
Published: 2026-05-25 08:22:05
Updated: 2026-05-25 08:22:05
đ Summary
Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.
đ Full Content (6120 chars)
Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.
IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.
Hjelpetiltak mye hĂžyere enn snittet
SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.
- Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.
- Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.
I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.
Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.
NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.
Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.
Dette er tilrettelagt undervisning
Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis
Klasserommene er fulle av varme
SÄ til det som er veldig bra i rapporten. Den viser svart pÄ hvitt at elevene opplever solid stÞtte fra lÊrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pÄ skolene holder hÞy kvalitet. I tillegg har Lyngdal en lÊrertetthet som oppfyller normen pÄ alle trinn. Skolene vÄre er fulle av varme, trygghet og gode voksne. Det skal lÊrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.
Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pÄ tallene. Kommuneledelsen legger kortene pÄ bordet, og denne Äpenheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lÊrere, rektorer og FAU fÄtt et verktÞy som viser hvor skoen trykker i Lyngdal-skolene.
Sakker akterut underveis
To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.
- Nasjonale prÞver pÄ 5. trinn: Rapporten viser at Lyngdal har en stÞrre andel elever pÄ de laveste mestringsnivÄene (mestringsnivÄ 1) i bÄde lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.
- Ungdomstrinnet (skolebidrag):Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pÄ mellomtrinnet (-1,6) og en markant lavere verdi pÄ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pÄ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelÞpet.
Fem relevante spÞrsmÄl
I tillegg til Ä finne ut hvorfor det er sÄ mange som fÄr tilrettelagt undervisning, er dette fem andre relevante spÞrsmÄl som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».
Hvo*rfor svikter den faglige progresjonen pÄ mellom- og ungdomstrinnet?*
I lys av prestasjonene pÄ 5. trinn pÄ nasjonale prÞver og fallet i skolebidrag pÄ ungdomstrinnet, hvorfor klarer ikke skolene Ä omsette hÞy lÊrertetthet og god trivsel til bedre resultater?
Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pÄ 10. trinn?
ElevundersÞkelsen avdekker at indikatoren for faglig utfordring pÄ avgangstrinnet har sunket dramatisk det siste Äret, samtidig som elevenes motivasjon ligger pÄ lave 3,2. Hva skal gjÞres for Ä snu denne demotiverende knekken hos avgangselevene?
Hvorfor koster en elev pÄ KvÄs 63 000 kroner mer enn en elev pÄ à ?
Mens en elev pÄ à koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?
Hvorfor ikke ta skoledebatt nÄ?
Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.
Hvorfor er ikke kunstig intelligens en del av rapporten?
Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?
«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.
Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.
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Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p>\n <h2>Hjelpetiltak mye hĂžyere enn snittet</h2>\n <p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p>\n <ul>\n <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li>\n <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li>\n </ul>\n <p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p>\n <p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p>\n <p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p>\n <p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p>\n <p><amedia-embed id=\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331\" inlineid=\"_2aa5de1e-55b3-4f92-9753-4482fc526793\">\n <a href=\"/dette-er-tilrettelagt-undervisning/x/5-104-493331\">Dette er tilrettelagt undervisning</a>\n </amedia-embed></p>\n <p><amedia-embed id=\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037\" inlineid=\"_6be04fbe-6259-47c0-a36d-6114cd84d465\">\n <a href=\"/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a>\n </amedia-embed></p>\n <h2><span>Klasserommene er fulle av varme</span></h2>\n <p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p>\n <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p>\n <h2>Sakker akterut underveis</h2>\n <p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p>\n <ul>\n <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li>\n <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li>\n </ul>\n <h2>Fem relevante spĂžrsmĂ„l</h2>\n <p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p>\n <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p>\n <p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p>\n <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p>\n <p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p>\n <p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p>\n <p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p>\n <p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p>\n <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p>\n <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p>\n <p><b></b>Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p>\n <p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p>\n <p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\n</div>]]></api:body><enclosure length=\"75000\" type=\"image/jpeg\" url=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\" /><api:multimediaGroup type=\"image\"><api:multimedia filename=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length=\"75000\" type=\"image/jpeg\" url=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\" /><api:multimediaGroup type=\"image\"><api:multimedia filename=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktÞr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>",
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<item><title>Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</title><link>https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305</link><description><![CDATA[Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.]]></description><pubDate>Mon, 25 May 2026 10:22:05 +0200</pubDate><api:modifiedDate>Tue, 26 May 2026 09:44:24 +0200</api:modifiedDate><api:contentType>opinion</api:contentType><guid isPermaLink="false">5-104-493305</guid><dc:creator>Magne Storedal</dc:creator><api:subscription>false</api:subscription><api:body><![CDATA[<div> <p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p> <p>IfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p> <h2>Hjelpetiltak mye hĂžyere enn snittet</h2> <p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p> <ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li> </ul> <p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p> <p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p> <p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p> <p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p> <p><amedia-embed id="http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331" inlineid="_2aa5de1e-55b3-4f92-9753-4482fc526793"> <a href="/dette-er-tilrettelagt-undervisning/x/5-104-493331">Dette er tilrettelagt undervisning</a> </amedia-embed></p> <p><amedia-embed id="http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037" inlineid="_6be04fbe-6259-47c0-a36d-6114cd84d465"> <a href="/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a> </amedia-embed></p> <h2><span>Klasserommene er fulle av varme</span></h2> <p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p> <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p> <h2>Sakker akterut underveis</h2> <p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p> <ul> <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li> </ul> <h2>Fem relevante spĂžrsmĂ„l</h2> <p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p> <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p> <p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p> <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p> <p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p> <p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă ?</b></p> <p>Mens en elev pĂ„ Ă koster kommunen rundt 133 000 kroner i Ă„ret, bikker prislappen pĂ„ KvĂ„s hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stĂžrre skolene?</p> <p><b>Hvorfor ikke ta skoledebatt nĂ„?</b></p> <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.</p> <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p> <p><b></b>Vi stĂ„r midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svĂŠrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lĂŠring bestĂ„ av nĂ„r all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p> <p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pĂ„ lĂŠrervĂŠrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ă„ vĂŠre presis i virkemiddelbruken.</p> <p>Det skylder vi de 1344 elevene som hver dag gĂ„r inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p> </div>]]></api:body><enclosure length="75000" type="image/jpeg" url="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg" /><api:multimediaGroup type="image"><api:multimedia filename="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sĂ„ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length="75000" type="image/jpeg" url="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg" /><api:multimediaGroup type="image"><api:multimedia filename="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktĂžr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>
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<span>Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. </span>
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Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.
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<div class="brick-c-iwkzXG article-body"> <amedia-placeholder index="0" wordcount="0" /><p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.</p><amedia-placeholder index="1" wordcount="35" /><p>IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.</p><amedia-placeholder index="2" wordcount="71" /><h2>Hjelpetiltak mye hÞyere enn snittet</h2><p>SÊrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p><ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hÞyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hÞyere enn landsgjennomsnittet.</li> </ul><p>I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p><amedia-placeholder index="3" wordcount="163" /><p>Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p><amedia-placeholder index="4" wordcount="194" /><p>NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.</p><amedia-placeholder index="5" wordcount="234" /><p>Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.</p><brick-expand-v0 class="brick-c-jIBqpB" data-aria-label="Vis mer om Dette er tilrettelagt undervisning" data-button-label="Vis mer" data-expanded-state="collapsed" data-version="primary" is-rendered="is-rendered">
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<h3 class="title">Dette er tilrettelagt undervisning</h3>
<div class="body"><p><b>Tilrettelagt undervisning</b> (ofte omtalt juridisk som <i>individuelt tilrettelagt opplĂŠring</i>, og tidligere kjent som <i>spesialundervisning</i>) er en lovfestet rettighet for elever som ikke har, eller kan fĂ„, et tilfredsstillende utbytte av det ordinĂŠre opplĂŠringstilbudet i skolen.</p><p>MĂ„let med tilrettelagt undervisning er Ă„ sikre at alle elever â uavhengig av funksjonsnivĂ„, lĂŠrevansker eller sosiale utfordringer â fĂ„r en likeverdig opplĂŠring og mulighet til utvikling.</p><p>Her er de viktigste elementene i hva tilrettelagt undervisning innebĂŠrer:</p><p>Retten til tilrettelagt undervisning utlĂžses ikke automatisk av at en elev har en bestemt diagnose (som for eksempel ADHD, dysleksi eller autisme). Det avgjĂžrende er <b>elevens faktiske utbytte av undervisningen</b>. Hvis skolen har forsĂžkt Ă„ tilpasse den vanlige undervisningen, men eleven likevel blirhengende etter eller ikke klarer Ă„ fĂžlge med, skal det gjĂžres en sakkyndig vurdering (vanligvis av PPT â Pedagogisk-psykologisk tjeneste). Hvis PPT konkluderer med at eleven trenger mer hjelp, fattes det et <b>enkeltvedtak</b>.</p><p>Tilrettelagt undervisning er individuelt tilpasset og kan se svĂŠrt forskjellig ut fra elev til elev:</p><ul><li><p><b>Innhold:</b> Eleven kan jobbe etter andre kompetansemĂ„l enn resten av klassen (for eksempel en forenklet lĂŠreplan).</p></li><li><p><b>Omfang og tid:</b> Eleven kan fĂ„ ekstra tid pĂ„ oppgaver, eller fĂ„ redusert mengde fag.</p></li><li><p><b>Organisering:</b> Eleven kan fĂ„ deler av undervisningen i en mindre gruppe eller i enerom sammen med en spesialpedagog eller assistent, i stedet for Ă„ sitte i det store klasserommet hele tiden.</p></li><li><p><b>Utstyr og hjelpemidler:</b> Bruk av spesifikke digitale verktĂžy, lydbĂžker eller fysiske tilrettelegginger.</p></li></ul></div>
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<h3 class="article--c-ZGkrs" itemprop="headline name">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</h3>
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<h2><span>Klasserommene er fulle av varme</span></h2><p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p><amedia-placeholder index="6" wordcount="345" /><p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p><amedia-placeholder index="7" wordcount="394" /><h2>Sakker akterut underveis</h2><p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p><ul> <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li> </ul><h2>Fem relevante spĂžrsmĂ„l</h2><p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p><amedia-placeholder index="8" wordcount="434" /><p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p><amedia-placeholder index="9" wordcount="444" /><p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p><amedia-placeholder index="10" wordcount="474" /><p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p><amedia-placeholder index="11" wordcount="485" /><p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p><amedia-placeholder index="12" wordcount="519" /><p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p><amedia-placeholder index="13" wordcount="534" /><p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p><amedia-placeholder index="14" wordcount="568" /><p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p><amedia-placeholder index="15" wordcount="573" /><p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p><amedia-placeholder index="16" wordcount="641" /><p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p><amedia-placeholder index="17" wordcount="650" /><p> Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p><amedia-placeholder index="18" wordcount="719" /><p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p><amedia-placeholder index="19" wordcount="753" /><p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>
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"content" : "Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.\n\nIfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.\n\n## Hjelpetiltak mye hĂžyere enn snittet\n\nSĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.\n\n- Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.\n- Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.\n\nI tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.\n\nKunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.\n\nNĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.\n\nLigger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.\n\nDette er tilrettelagt undervisning\n\nSkolerapport om alle Lyngdal\\-skolene: Elevene sakker akterut faglig underveis\n\n## Klasserommene er fulle av varme\n\nSĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.\n\nSamtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal\\-skolene.\n\n## Sakker akterut underveis\n\nTo andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.\n\n- **Nasjonale prĂžver pĂ„ 5. trinn**: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene \\(mestringsnivĂ„ 1\\) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.\n- **Ungdomstrinnet \\(skolebidrag\\):**Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal\\-skolen har en negativ verdi pĂ„ mellomtrinnet \\(\\-1,6\\) og en markant lavere verdi pĂ„ ungdomstrinnet \\(\\-2,7\\) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.\n\n## Fem relevante spĂžrsmĂ„l\n\nI tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».\n\n**Hvo****rfor svikter den faglige progresjonen pĂ„ mellom\\- og ungdomstrinnet?**\n\nI lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?\n\n**Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?**\n\nElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?\n\n**Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?**\n\nMens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?\n\n**Hvorfor ikke ta skoledebatt nÄ?**\n\nKommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.\n\n**Hvorfor er ikke kunstig intelligens en del av rapporten?**\n\nVi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?\n\n«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.\n\nDet skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.",
"created_at" : "2026-05-26 11:19:20",
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"metadata" : "{\"og\":{},\"raw_feed_item\":\"<item><title>Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</title><link>https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305</link><description><![CDATA[Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning ù over det dobbelte av hva som er normalen i Norge.]]></description><pubDate>Mon, 25 May 2026 10:22:05 +0200</pubDate><api:modifiedDate>Tue, 26 May 2026 09:44:24 +0200</api:modifiedDate><api:contentType>opinion</api:contentType><guid isPermaLink=\\\"false\\\">5-104-493305</guid><dc:creator>Magne Storedal</dc:creator><api:subscription>false</api:subscription><api:body><![CDATA[<div>\\n <p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p>\\n <p>IfĂžlge Ă«Tilstandsrapport for skoleĂ» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p>\\n <h2>Hjelpetiltak mye hĂžyere enn snittet</h2>\\n <p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p>\\n <ul>\\n <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li>\\n <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li>\\n </ul>\\n <p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p>\\n <p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p>\\n <p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p>\\n <p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p>\\n <p><amedia-embed id=\\\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331\\\" inlineid=\\\"_2aa5de1e-55b3-4f92-9753-4482fc526793\\\">\\n <a href=\\\"/dette-er-tilrettelagt-undervisning/x/5-104-493331\\\">Dette er tilrettelagt undervisning</a>\\n </amedia-embed></p>\\n <p><amedia-embed id=\\\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037\\\" inlineid=\\\"_6be04fbe-6259-47c0-a36d-6114cd84d465\\\">\\n <a href=\\\"/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037\\\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a>\\n </amedia-embed></p>\\n <h2><span>Klasserommene er fulle av varme</span></h2>\\n <p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p>\\n <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p>\\n <h2>Sakker akterut underveis</h2>\\n <p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p>\\n <ul>\\n <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li>\\n <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li>\\n </ul>\\n <h2>Fem relevante spĂžrsmĂ„l</h2>\\n <p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av Ă«Tilstandsrapport for skoleĂ».</p>\\n <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p>\\n <p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p>\\n <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p>\\n <p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p>\\n <p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ ĂÂ
?</b></p>\\n <p>Mens en elev pĂ„ ĂÂ
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p>\\n <p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p>\\n <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p>\\n <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p>\\n <p><b></b>Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p>\\n <p>ëTilstandsrapport for skole 2025û kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p>\\n <p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\\n</div>]]></api:body><enclosure length=\\\"75000\\\" type=\\\"image/jpeg\\\" url=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\\\" /><api:multimediaGroup type=\\\"image\\\"><api:multimedia filename=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\\\" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length=\\\"75000\\\" type=\\\"image/jpeg\\\" url=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\\\" /><api:multimediaGroup type=\\\"image\\\"><api:multimedia filename=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779793327665/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\\\" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktÞr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>\"}",
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"published_at" : "2026-05-25 08:22:05",
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<link href=\"https://assets.acdn.no/pkg/@amedia/brick-tokens/6.2.1/brand/css/lyngda/styles.css\" rel=\"stylesheet\">\n<header class=\"lp_header amedia-header\">\n \n <amedia-branding>\n <div class=\"amedia-branding-inner\">\n <a aria-label=\"GĂ„ til Lyngdals Avis hovedside\" class=\"lp_logo logo\" href=\"/\" tabindex=\"0\">\n <img alt=\"\" height=\"80\" loading=\"eager\" src=\"//assets.acdn.no/local/v3/publications/www.lyngdalsavis.no/gfx/small-positive.svg\" tabindex=\"-1\" width=\"auto\">\n </img></a>\n <challenge-ad class=\"lp_challengetop\" labeled=\"false\" position=\"challengetop\" />\n </div>\n </amedia-branding>\n <nav aria-label=\"Hovedmeny\">\n <div class=\"menubar-wrapper\">\n <amedia-menubar class=\"menubar \">\n <ul class=\"lp_toplinks\">\n <li><a href=\"https://www.direktesport.no/?amedia_referrer=www.lyngdalsavis.no\">Direktesport</a></li>\n <li><a href=\"/sport\">Sport</a></li>\n <li><a 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href=\"/sport/\">Sport</a></li>\n <li><a href=\"/kultur/\">Kultur</a></li>\n </ul>\n <h3 class=\"epaper-header\">Papiravisen</h3>\n <div class=\"epaper-list\">\n <div class=\"epaper epaper-current\">\n <a class=\"epaper-link\" href=\"//eavis.lyngdalsavis.no\">\n <img alt=\"\" class=\"epaper-image\" loading=\"lazy\" src=\"//www.e-pages.dk/lyngdalsavis/599/teasers/small.jpg\">\n <div class=\"epaper-text\">\n <p class=\"epaper-title\">Papiravisen (eAvis)</p>\n </div>\n </img></a>\n </div>\n <div class=\"epapers\">\n <a aria-label=\"GĂ„ til www.lyngdalsavis.no sin eAvis aviskiosk\" class=\"epapers-link\" href=\"https://www.lyngdalsavis.no/vis/aviskiosk\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/rb_no/7194/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/ba_no/8343/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/avisanordland/5022/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/finnmarken/20170/teasers/small.jpg\">\n <div class=\"epapers-text\">\n <span class=\"epapers-label\">ny!</span>\n <p class=\"epapers-title\">eAviser fra hele landet</p>\n </div>\n </img></img></img></img></a>\n </div>\n </div>\n </div>\n <div class=\"column column4\">\n <div class=\"amedia-abomenu\">\n <ul>\n <h2>Abonnement</h2>\n <li><a href=\"//www.lyngdalsavis.no/abo/\">Min Side</a>\n <li><a href=\"https://www.aid.no/aid/familie\">Del abonnementet: aID Familie</a>\n <li><a href=\"https://www.plussalt.no/aviser\">Aviser i +Alt-abonnementet</a>\n <li><a href=\"//www.lyngdalsavis.no/vis/info/qa\">Ofte stilte spĂžrsmĂ„l</a>\n </li></li></li></li></ul>\n </div>\n <a class=\"ung1520-link\" href=\"/tilgang/ung-gratistilgang\">\n <span class=\"ung1520-tag\">NYHET</span>\n <div class=\"ung1520-text\">\n <div>\n 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width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n <a class=\"content\" href=\"https://www.direktesport.no?amedia_referrer=www.lyngdalsavis.no\">\n <span>Direktesport</span>\n <span><svg fill=\"none\" height=\"24\" viewBox=\"0 0 24 24\" width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n <a class=\"content\" href=\"https://www.untold.app?amedia_referrer=www.lyngdalsavis.no\">\n <span>Untold</span>\n <span><svg fill=\"none\" height=\"24\" viewBox=\"0 0 24 24\" width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n </div> </div>\n <div class=\"column column1\">\n <div class=\"tip-us\">\n <h2>Tips oss!</h2>\n <div class=\"panel\">\n <dl>\n <dd>\n <a class=\"phone\" href=\"tel:38 34 00 05\">\n <span>38 34 00 05</span>\n </a>\n </dd>\n <dd>\n <a href=\"mailto:tips@lyngdalsavis.no\">\n tips@lyngdalsavis.no\n </a>\n </dd>\n <dd>\n <a class=\"tipsLink\" href=\"/vis/info/tips-oss\">\n Send tips her\n </a>\n </dd>\n </dl>\n </div>\n </div>\n <div class=\"customer-service\">\n <h2>Kundeservice</h2>\n <ul class=\"panel\">\n <li><a class=\"phone\" href=\"tel:32 27 68 15\"><span>32 27 68 15</span></a></li>\n <li><a href=\"/vis/info/kontakt-kundesenteret\">Trenger du hjelp? 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</h2>\n <ul class=\"panel\">\n <li><a href=\"https://www.amedia.no/jobb-hos-oss\">Karriere i Amedia</a>\n <li><a href=\"/kultur/\">Kultur</a>\n <li><a href=\"https://soknad.sparebankstiftelsen.no/amedia\">Lokalavisenes sĂžknadsordning</a>\n <li><a href=\"https://avisretur.di.no/#!/logg-inn\">LĂžssalg</a>\n <li><a href=\"/nyheter/\">Nyheter</a>\n <li><a href=\"/sport/\">Sport</a>\n <li><a href=\"/vis/info/tips-oss\">Tips oss</a>\n </li></li></li></li></li></li></li></ul>\n </div> </div>\n </div> </amedia-menu-container>\n </nav>\n</header>\n\n\n\n <!-- AMEDIA-COMPONENT-END -->\n \n\n\n\n <div class=\"maelstrom-wrapper\">\n \n \n \n\n \n\n <main id=\"main-content-begin\">\n \n <!-- AMEDIA-COMPONENT-START -->\n \n<link href=\"//assets.acdn.no/pkg/bazaar/0.1.0-1779180336777/bazaar.css\" rel=\"stylesheet\" /><link href=\"//assets.acdn.no/pkg/bazaar/0.1.0-1779180336777/adeffects.css\" rel=\"stylesheet\" /><bazaar-config />\n\n<article class=\"alfa-theme opinion brick-c-flxDqg amedia-article default-design default-opinion \" itemprop=\"mainEntity\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\">\n <meta content=\"opinion\" itemprop=\"https://www.adplogger.no/json-schema/meta-element#adpType\" />\n<meta content=\"free\" itemprop=\"https://www.adplogger.no/json-schema/meta-article#contentModel\" />\n\n<meta content=\"full\" itemprop=\"https://www.adplogger.no/json-schema/meta-article#presentationMode\" />\n\n<meta content=\"5-104-493305\" itemprop=\"identifier\" />\n\n\n <meta content=\"Skolene,Lyngdal,Rapport,Tiltak,\" itemprop=\"https://www.adplogger.no/json-schema/meta-article#tags\" />\n\n <div class=\"inner-article brick-c-eufUcx\">\n <!-- Default toppbanner-->\n <div class=\"brick-c-iQMKdy\"><ad-placeholder display=\"desktop\" labeled=\"true\" position=\"toppbanner\" publication=\"www.lyngdalsavis.no\" /></div>\n <!-- Default skyscraperads-->\n <div class=\"skyscraper-ads--container skyscraper-ads-container-left\">\n <div class=\"skyscraper-ads--inner\">\n <div class=\"top-sky-container\">\n <div class=\"article-sticky-sky\" id=\"sticky-skyskraper-left\"><ad-placeholder display=\"desktop\" labeled=\"true\" position=\"skyskraper\" publication=\"www.lyngdalsavis.no\" /></div>\n </div>\n </div>\n</div>\n <div class=\"skyscraper-ads--container skyscraper-ads-container\">\n <div class=\"skyscraper-ads--inner\">\n <div class=\"top-sky-container\">\n <div class=\"article-sticky-sky\" id=\"sticky-skyskraper-right\"><ad-placeholder display=\"desktop\" labeled=\"true\" position=\"skyskraper\" publication=\"www.lyngdalsavis.no\" /></div>\n </div>\n </div>\n</div>\n\n <div class=\"article-spacer\" />\n \n <ul class=\"brick-c-fgvofI article-tags-top \">\n <li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 1: Skolene\" data-link=\"/tag/skolene\" data-size=\"large\" data-text=\"Skolene\" data-version=\"prominent\" is-rendered=\"true\"><a aria-label=\"Emne 1: Skolene\" data-size=\"large\" data-version=\"prominent\" href=\"/tag/skolene\" role=\"link\" tabindex=\"0\">Skolene</a></brick-tag-v0>\n </li>\n </ul>\n \n <div class=\"title-wrap brick-c-eWHWbH\">\n <h1 class=\"title brick-c-gIvHiF\" itemprop=\"headline\" tabIndex=\"-1\">\n \n Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?\n </h1>\n </div>\n \n\n <!-- Lead text for odd article IDs (A/B test - www.dt.no only) -->\n \n\n <div class=\"media-top-relation article--c-lgSNPV article--c-lgSNPV-bGpYD-cv article--c-lgSNPV-jcQkYo-cv \">\n <!-- If mulitple images in topRelation, show slider -->\n \n <!-- Single image -->\n \n<div class=\"amedia-image-wrap regularImage article--c-bByWVC article--c-bByWVC-gBKlVr-design-default article--c-bByWVC-csKCqe-isTopImage-true\" style=\"--brick-image-ratio:4032 / 3024;\">\n <meta content=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" itemprop=\"image\" />\n <click-enlarge aria-label=\"Denne knappen Ă„pner bildet i full bredde. Bildet mangler alternativ tekst.\" class=\"article--c-gVhFwi\" data-enlarge=\"true\" data-model=\"opinion\" role=\"button\" style=\"\" tabindex=\"0\">\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-fetch-priority=\"high\" data-height=\"3024\" data-loading=\"eager\" data-sizes=\"(max-width: 500px) 90vw, 980px\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" data-srcset=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 600w, https://g.acdn.no/api/lumina/backend/ami-large/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 1200w\" data-width=\"4032\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" fetchpriority=\"high\" height=\"3024\" loading=\"eager\" sizes=\"(max-width: 500px) 90vw, 980px\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" srcset=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 600w, https://g.acdn.no/api/lumina/backend/ami-large/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 1200w\" style=\"--brick-image-ratio: 4032 / 3024;\" width=\"4032\" /></brick-image-v6>\n </click-enlarge>\n \n <div aria-controls=\"top-image-caption-content\" aria-expanded=\"false\" aria-label=\"Vis mer\" class=\"article-img-caption-wrap article--c-hFqxKw article--c-hFqxKw-jejgBa-isTopImage-true article--c-hFqxKw-kfcYBa-design-default article--c-hFqxKw-haxWh-cv\" data-show-more-label=\"Vis mer\" id=\"top-image-caption\" role=\"button\" tabindex=\"0\">\n <div class=\"caption-content\" id=\"top-image-caption-content\">\n \n <span>Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sĂ„ mange som landsgjennomsnittet. </span>\n \n </div>\n </div>\n </div> \n \n </div>\n\n <div class=\"article-top brick-c-djylTE\">\n <!-- Article Meta-->\n \n <div class=\"article-meta-wrapper brick-c-cGhTJe opinion\">\n \n <div class=\"brick-c-ifFDXZ opinion-byline article-meta-byline\">\n <span aria-hidden=\"true\">Av </span>\n <brick-byline-v0 class=\"brick-c-iuqwzh\" data-email=\"magne@Lofot-Tidende.no\" data-name=\"Magne Storedal\" data-profile-url=\"/vis/journalist/magne@Lofot-Tidende.no\" is-rendered=\"is-rendered\">\n <address aria-label=\"Journalist Magne Storedal\" itemprop=\"author\" itemscope=\"itemscope\" itemtype=\"http://schema.org/Person\">\n <a aria-label=\"Kontakt Magne Storedal\" class=\"brick-byline-author\" href=\"/vis/journalist/magne@Lofot-Tidende.no\" itemprop=\"url\" rel=\"author\"><span class=\"brick-byline-name\" itemprop=\"name\">Magne Storedal</span></a>\n </address></brick-byline-v0>\n </div>\n <div class=\"article-meta-published\"><brick-published-v4 brick-component=\"brick-published\" class=\"brick-c-iNstTK\" data-datetime=\"2026-05-26T07:44:24.000Z\" data-display-date=\"26.05.26 09:44\" data-itemprop=\"dateModified\" data-label=\"Oppdatert:\" is-rendered=\"is-rendered\"><time datetime=\"2026-05-26T07:44:24.000Z\" itemprop=\"dateModified\"><span>Oppdatert: </span>26.05.26 09:44</time></brick-published-v4><brick-published-v4 brick-component=\"brick-published\" class=\"brick-c-iNstTK\" data-datetime=\"2026-05-25T10:22:05.000+0200\" data-display-date=\"25.05.26 10:22\" data-itemprop=\"datePublished\" data-label=\"Publisert:\" is-rendered=\"is-rendered\"><time datetime=\"2026-05-25T10:22:05.000+0200\" itemprop=\"datePublished\"><span>Publisert: </span>25.05.26 10:22</time></brick-published-v4></div>\n \n <div class=\"article-meta-share\">\n \n <span class=\"share-mobile-wrapper brick-c-cMaFVp\">\n <brick-share brick-component=\"brick-share\" data-aria-label=\"Del denne artikkelen.\" data-copy-error=\"Kunne ikke kopiere lenken, prĂžv Ă„ kopiere manuelt.\" data-copy-success=\"Lenken er kopiert\" data-title=\"Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?\" data-url=\"https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305\" is-rendered=\"true\"><brick-button-v9 brick-component=\"brick-button\" class=\"brick-c-erRvjT\" data-adplabel=\"brick_share_button\" data-adpvalue=\"share\" data-aria-label=\"Del denne artikkelen.\" data-icon-id=\"share\" data-label=\"Del\" data-size=\"medium\" data-version=\"secondary\" is-rendered=\"is-rendered\"><button aria-label=\"Del denne artikkelen.\" class=\"brick-c-cAQiLM\" data-adp-clicklabel=\"brick_share_button\" data-adp-clickvalue=\"share\">\n <brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"share\" data-icon-size=\"undefined\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-fkGePD\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#share\" />\n </svg>\n </div>\n </brick-icon-v2>\n <span>Del</span>\n </button></brick-button-v9></brick-share>\n </span>\n\n <span class=\"share-desktop-wrapper brick-c-bUMNCY\">\n <brick-share brick-component=\"brick-share\" data-aria-label=\"Del denne artikkelen.\" data-copy-error=\"Kunne ikke kopiere lenken, prĂžv Ă„ kopiere manuelt.\" data-copy-success=\"Lenken er kopiert\" data-url=\"https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305\" data-version=\"copy\" is-rendered=\"true\"><brick-button-v9 brick-component=\"brick-button\" class=\"brick-c-erRvjT\" data-adplabel=\"brick_share_button\" data-adpvalue=\"copy\" data-aria-label=\"Del denne artikkelen.\" data-icon-id=\"share-url\" data-label=\"Kopier\" data-size=\"medium\" data-version=\"secondary\" is-rendered=\"is-rendered\"><button aria-label=\"Del denne artikkelen.\" class=\"brick-c-cAQiLM\" data-adp-clicklabel=\"brick_share_button\" data-adp-clickvalue=\"copy\">\n <brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"share-url\" data-icon-size=\"undefined\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-fkGePD\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#share-url\" />\n </svg>\n </div>\n </brick-icon-v2>\n <span>Kopier</span>\n </button></brick-button-v9></brick-share>\n </span>\n\n </div>\n \n </div>\n \n \n <!-- Lead text for even article IDs (A/B test - www.dt.no only) OR default position for all other cases -->\n \n <div class=\"lead-text-wrap brick-c-bRpTKa\">\n <p class=\"lead-text opinion brick-c-eOZvhA\" data-content=\"lead-text\">\n \n Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.\n </p>\n </div>\n \n <!-- Icon for premium articles -->\n \n </div>\n\n \n <!-- data-content is mainly used by aID for testing purposes. DO NOT REMOVE! -->\n <div class=\"body-text brick-c-cXQGoQ\" data-content=\"body-text\" itemprop=\"articleBody\">\n <!-- BeyondWords text-to-speech -->\n \n\n <!-- Commercial label top -->\n \n <!-- Smartembeds automated-->\n \n\n <!-- For Opinion, otherwise empty -->\n \n <div class=\"brick-c-fdojcf\">\n <p class=\"vignette\">Kommentar</p>\n <p class=\"disclaimer\">Dette er en kommentar, skrevet av en redaksjonell medarbeider. Kommentaren gir uttrykk for skribentens holdninger.</p>\n </div>\n \n <!-- Article body -->\n <div class=\"brick-c-iwkzXG article-body\"> <amedia-placeholder index=\"0\" wordcount=\"0\" /><p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p><amedia-placeholder index=\"1\" wordcount=\"35\" /><p>IfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p><amedia-placeholder index=\"2\" wordcount=\"71\" /><h2>Hjelpetiltak mye hĂžyere enn snittet</h2><p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p><ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li> </ul><p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p><amedia-placeholder index=\"3\" wordcount=\"163\" /><p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p><amedia-placeholder index=\"4\" wordcount=\"194\" /><p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p><amedia-placeholder index=\"5\" wordcount=\"234\" /><p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p><brick-expand-v0 class=\"brick-c-jIBqpB\" data-aria-label=\"Vis mer om Dette er tilrettelagt undervisning\" data-button-label=\"Vis mer\" data-expanded-state=\"collapsed\" data-version=\"primary\" is-rendered=\"is-rendered\">\n <brick-expand-content aria-label=\"Vis mer om Dette er tilrettelagt undervisning\" role=\"region\" tabindex=\"-1\">\n \n <div class=\"factbox-content brick-c-gQruHH\">\n <div class=\"content\">\n \n <h3 class=\"title\">Dette er tilrettelagt undervisning</h3>\n <div class=\"body\"><p><b>Tilrettelagt undervisning</b> (ofte omtalt juridisk som <i>individuelt tilrettelagt opplĂŠring</i>, og tidligere kjent som <i>spesialundervisning</i>) er en lovfestet rettighet for elever som ikke har, eller kan fĂ„, et tilfredsstillende utbytte av det ordinĂŠre opplĂŠringstilbudet i skolen.</p><p>MĂ„let med tilrettelagt undervisning er Ă„ sikre at alle elever â uavhengig av funksjonsnivĂ„, lĂŠrevansker eller sosiale utfordringer â fĂ„r en likeverdig opplĂŠring og mulighet til utvikling.</p><p>Her er de viktigste elementene i hva tilrettelagt undervisning innebĂŠrer:</p><p>Retten til tilrettelagt undervisning utlĂžses ikke automatisk av at en elev har en bestemt diagnose (som for eksempel ADHD, dysleksi eller autisme). Det avgjĂžrende er <b>elevens faktiske utbytte av undervisningen</b>. Hvis skolen har forsĂžkt Ă„ tilpasse den vanlige undervisningen, men eleven likevel blirhengende etter eller ikke klarer Ă„ fĂžlge med, skal det gjĂžres en sakkyndig vurdering (vanligvis av PPT â Pedagogisk-psykologisk tjeneste). Hvis PPT konkluderer med at eleven trenger mer hjelp, fattes det et <b>enkeltvedtak</b>.</p><p>Tilrettelagt undervisning er individuelt tilpasset og kan se svĂŠrt forskjellig ut fra elev til elev:</p><ul><li><p><b>Innhold:</b> Eleven kan jobbe etter andre kompetansemĂ„l enn resten av klassen (for eksempel en forenklet lĂŠreplan).</p></li><li><p><b>Omfang og tid:</b> Eleven kan fĂ„ ekstra tid pĂ„ oppgaver, eller fĂ„ redusert mengde fag.</p></li><li><p><b>Organisering:</b> Eleven kan fĂ„ deler av undervisningen i en mindre gruppe eller i enerom sammen med en spesialpedagog eller assistent, i stedet for Ă„ sitte i det store klasserommet hele tiden.</p></li><li><p><b>Utstyr og hjelpemidler:</b> Bruk av spesifikke digitale verktĂžy, lydbĂžker eller fysiske tilrettelegginger.</p></li></ul></div>\n </div>\n </div>\n </brick-expand-content>\n </brick-expand-v0>\n <a class=\"related-teaser has-image article--c-MkAkR\" href=\"//www.lyngdalsavis.no/5-104-493037\">\n <article class=\"article--c-bzUawH\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\">\n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"5-104-493037\" itemprop=\"identifier\" />\n <meta content=\"https://www.lyngdalsavis.no/5-104-493037\" itemprop=\"url\">\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <figure class=\"article--c-fWvOKR\">\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-loading=\"lazy\" data-sizes=\"200px\" data-src=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638\" data-srcset=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638 400w\" data-width=\"155\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" loading=\"lazy\" sizes=\"200px\" src=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638\" srcset=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638 400w\" style=\"\" width=\"155\" /></brick-image-v6>\n <div class=\"article--c-gGgAOt\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-fBRIfo\" data-filled=\"true\" data-skin=\"black\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gFtFEQ\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div>\n </figure>\n <div class=\"article--c-kaKffF\">\n <span class=\"article--c-hqzvBt\">Les ogsĂ„</span>\n \n <h3 class=\"article--c-ZGkrs\" itemprop=\"headline name\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</h3>\n </div>\n \n </meta></article>\n </a>\n <h2><span>Klasserommene er fulle av varme</span></h2><p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p><amedia-placeholder index=\"6\" wordcount=\"345\" /><p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p><amedia-placeholder index=\"7\" wordcount=\"394\" /><h2>Sakker akterut underveis</h2><p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p><ul> <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li> </ul><h2>Fem relevante spĂžrsmĂ„l</h2><p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p><amedia-placeholder index=\"8\" wordcount=\"434\" /><p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p><amedia-placeholder index=\"9\" wordcount=\"444\" /><p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p><amedia-placeholder index=\"10\" wordcount=\"474\" /><p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p><amedia-placeholder index=\"11\" wordcount=\"485\" /><p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p><amedia-placeholder index=\"12\" wordcount=\"519\" /><p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p><amedia-placeholder index=\"13\" wordcount=\"534\" /><p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Ă„ret, bikker prislappen pĂ„ KvĂ„s hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stĂžrre skolene?</p><amedia-placeholder index=\"14\" wordcount=\"568\" /><p><b>Hvorfor ikke ta skoledebatt nĂ„?</b></p><amedia-placeholder index=\"15\" wordcount=\"573\" /><p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.</p><amedia-placeholder index=\"16\" wordcount=\"641\" /><p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p><amedia-placeholder index=\"17\" wordcount=\"650\" /><p> Vi stĂ„r midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svĂŠrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lĂŠring bestĂ„ av nĂ„r all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p><amedia-placeholder index=\"18\" wordcount=\"719\" /><p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pĂ„ lĂŠrervĂŠrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ă„ vĂŠre presis i virkemiddelbruken.</p><amedia-placeholder index=\"19\" wordcount=\"753\" /><p>Det skylder vi de 1344 elevene som hver dag gĂ„r inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\n</div> \n <ul class=\"brick-c-fgvofI article-tags-bottom \">\n <li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 1: Skolene\" data-link=\"/tag/skolene\" data-size=\"small\" data-text=\"Skolene\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 1: Skolene\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/skolene\" role=\"link\" tabindex=\"0\">Skolene</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 2: Lyngdal\" data-link=\"/tag/lyngdal\" data-size=\"small\" data-text=\"Lyngdal\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 2: Lyngdal\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/lyngdal\" role=\"link\" tabindex=\"0\">Lyngdal</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 3: Rapport\" data-link=\"/tag/rapport\" data-size=\"small\" data-text=\"Rapport\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 3: Rapport\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/rapport\" role=\"link\" tabindex=\"0\">Rapport</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 4: Tiltak\" data-link=\"/tag/tiltak\" data-size=\"small\" data-text=\"Tiltak\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 4: Tiltak\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/tiltak\" role=\"link\" tabindex=\"0\">Tiltak</a></brick-tag-v0>\n </li>\n </ul>\n \n <!-- Commercial label bottom -->\n \n <!-- Call to action button for Meninger/Opinion -->\n <div class=\"facebook-like-box lp_facebooklikebox brick-c-jQDFHJ\">\n <div id=\"fb-root\" />\n \n\n <div class=\"fb-page\" data-hide-cover=\"false\" data-hide-cta=\"true\" data-href=\"https://www.facebook.com/LyngdalsAvis\" data-lazy=\"true\" data-show-facepile=\"false\" data-width=\"380\" />\n</div>\n\n </div>\n \n </div>\n</article>\n\n <!-- AMEDIA-COMPONENT-END -->\n \n <footer class=\"maelstrom-article-footer\">\n\n <div class=\"footer-items\">\n <div class=\"am-moreArticlesHeader maelstrom-more-articles\">\n\t<div class=\"am-moreArticlesHeader-heading heading\">\n\t\t<h2>Flere saker</h2>\n\t</div>\n</div>\n \n <!-- AMEDIA-COMPONENT-START -->\n \n <!--googleoff: all-->\n <div class=\"relatedContentContainer adp-inscreen lp_related\">\n <brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493498\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"8\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:50;\n --_teaser-title-length-percentage:2.00;\n --_teaser-long-word:11.11\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493498\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/far-tilbake-over-90-000-kroner-av-tidligere-ansatt/s/5-104-493498\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"1500\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2024/4/24/13/R%25C3%25A5dhuset.jpg\" data-srcsize=\"480\" data-width=\"2000\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"1500\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2024/4/24/13/R%25C3%25A5dhuset.jpg\" style=\"--brick-image-ratio: 2000 / 1500;\" width=\"2000\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-1qzrohed6wy\" role=\"graphics-symbol\">\n <title id=\"title-1qzrohed6wy\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">FĂ„r tilbake over 90.000 kroner av tidligere ansatt</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><div><bazaar-ad labeled=\"true\" position=\"artikkelboard\" /></div><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493477\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-long-word=\"true\" data-theme=\"alfa\" data-title-words=\"13\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:75;\n --_teaser-title-length-percentage:1.33;\n --_teaser-long-word:7.14\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493477\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/arthur-stulien-klar-med-nytt-album-var-nare-ved-a-gi-opp-musikkarrieren/s/5-104-493477\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"4284\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/2/23/12/IMG_0945.JPG\" data-srcsize=\"480\" data-width=\"5712\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"4284\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/2/23/12/IMG_0945.JPG\" style=\"--brick-image-ratio: 5712 / 4284;\" width=\"5712\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-k6xltjmm39\" role=\"graphics-symbol\">\n <title id=\"title-k6xltjmm39\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Arthur Stulien klar med nytt album: ââ  Var nĂŠre ved Ă„ gi opp musikkarrieren</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493355\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"16\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:88;\n --_teaser-title-length-percentage:1.14;\n --_teaser-long-word:5.00\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493355\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/klar-for-norgesferie-opel-olympia-1952-modell-holder-pa-a-ga-tom-for-veier-a-kjore-pa/s/5-104-493355\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"4284\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/20/IMG_4460+%25281%2529.jpeg\" data-srcsize=\"480\" data-width=\"5712\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"4284\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/20/IMG_4460+%25281%2529.jpeg\" style=\"--brick-image-ratio: 5712 / 4284;\" width=\"5712\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-uiamxyt6r7e\" role=\"graphics-symbol\">\n <title id=\"title-uiamxyt6r7e\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Klar for Norgesferie i Opel Olympia 1952-modell: âHolder pĂ„ Ă„ gĂ„ tom for veier Ă„ kjĂžre pĂ„</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493352\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"8\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); 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--_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:89;\n --_teaser-title-length-percentage:1.12;\n --_teaser-long-word:7.69\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"free\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493336\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/ny-gratisapp-slar-ned-pa-juks-var-app-skal-vare-mer-brukervennlig-og-alltid-oppdatert/s/5-104-493336\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:104%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"1499\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/10/Bjrn+Jrgensen.jpg\" data-srcsize=\"480\" data-width=\"1431\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"1499\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/10/Bjrn+Jrgensen.jpg\" style=\"--brick-image-ratio: 1431 / 1499;\" width=\"1431\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n \n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Ny gratisapp slĂ„r ned pĂ„ juks: ââ  VĂ„r app skal vĂŠre mer brukervennlig og alltid oppdatert</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22>\n </div>\n <!--googleon: all-->\n \n <!-- AMEDIA-COMPONENT-END -->\n</div></footer>\n\n\n </main>\n\n \n </div>\n\n\n \n <!-- AMEDIA-COMPONENT-START -->\n <footer class=\"brandheader-footer lp_footer\" role=\"contentinfo\">\n <a aria-label=\"GĂ„ til Lyngdals Avis hovedside\" class=\"logo\" href=\"/\">\n <img alt=\"GĂ„ til Lyngdals Avis hovedside\" height=\"66\" loading=\"lazy\" src=\"//assets.acdn.no/local/v3/publications/www.lyngdalsavis.no/gfx/small.svg\" width=\"auto\" />\n </a>\n <ul>\n <li>\n Ansvarlig redaktĂžr:\n <a href=\"mailto:magne.storedal@amedia.no\"> \n Magne Storedal\n </a>\n </li>\n <li>Adresse: Fiboveien 2B, 4580 Lyngdal</li>\n <li>Telefon: 38 34 00 05</li>\n <li><a href=\"mailto:tips@lyngdalsavis.no\">E-post: tips@lyngdalsavis.no</a></li>\n <li><a href=\"https://personvern.amedia.no/\">Personvernpolicy / Informasjonskapsler</a></li>\n <li><a href=\"http://presse.no/Etisk-regelverk/Redaktoerplakaten\">RedaktĂžrplakaten</a></li>\n <li><a href=\"http://www.pfu.no\">PFU</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/presseetiske-retningslinjer-for-lyngdals-avis/s/5-104-447543\">VĂ„r presseetikk</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/rettelogg/s/5-104-447752\">VĂ„r rettelogg</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/om-lyngdals-avis/s/5-104-447549\">Om Lyngdals avis</a></li>\n <li>Utgitt av Lyngdals Avis AS</li>\n <li>\n <a href=\"/vis/annonseinnstillinger\">Personverninnstillinger</a>\n </li>\n </ul>\n <p>Alt innhold og tilhĂžrende data pĂ„ vĂ„re nettsider er underlagt opphavsrett og kan ikke brukes uten samtykke. 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"source_updated_at" : "2026-05-25 08:22:05",
"summary" : "Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning â over det dobbelte av hva som er normalen i Norge.",
"tags" : null,
"title" : "Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?",
"twitter_title" : null,
"version" : 2
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Version 1
2026-05-25 11:46:50
Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?
NEW
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Author: Magne Storedal
Published: 2026-05-25 08:22:05
Updated: 2026-05-25 08:22:05
đ Summary
Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lÊrende fellesskap, men pÄ Lyngdal ungdomsskole mottar nÄ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.
đ Full Content (6120 chars)
Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.
IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.
Hjelpetiltak mye hĂžyere enn snittet
SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.
- Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.
- Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.
I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.
Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.
NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.
Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.
Dette er tilrettelagt undervisning
Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis
Klasserommene er fulle av varme
SÄ til det som er veldig bra i rapporten. Den viser svart pÄ hvitt at elevene opplever solid stÞtte fra lÊrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pÄ skolene holder hÞy kvalitet. I tillegg har Lyngdal en lÊrertetthet som oppfyller normen pÄ alle trinn. Skolene vÄre er fulle av varme, trygghet og gode voksne. Det skal lÊrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.
Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pÄ tallene. Kommuneledelsen legger kortene pÄ bordet, og denne Äpenheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lÊrere, rektorer og FAU fÄtt et verktÞy som viser hvor skoen trykker i Lyngdal-skolene.
Sakker akterut underveis
To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.
- Nasjonale prÞver pÄ 5. trinn: Rapporten viser at Lyngdal har en stÞrre andel elever pÄ de laveste mestringsnivÄene (mestringsnivÄ 1) i bÄde lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.
- Ungdomstrinnet (skolebidrag):Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pÄ mellomtrinnet (-1,6) og en markant lavere verdi pÄ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pÄ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelÞpet.
Fem relevante spÞrsmÄl
I tillegg til Ä finne ut hvorfor det er sÄ mange som fÄr tilrettelagt undervisning, er dette fem andre relevante spÞrsmÄl som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».
Hvo*rfor svikter den faglige progresjonen pÄ mellom- og ungdomstrinnet?*
I lys av prestasjonene pÄ 5. trinn pÄ nasjonale prÞver og fallet i skolebidrag pÄ ungdomstrinnet, hvorfor klarer ikke skolene Ä omsette hÞy lÊrertetthet og god trivsel til bedre resultater?
Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pÄ 10. trinn?
ElevundersÞkelsen avdekker at indikatoren for faglig utfordring pÄ avgangstrinnet har sunket dramatisk det siste Äret, samtidig som elevenes motivasjon ligger pÄ lave 3,2. Hva skal gjÞres for Ä snu denne demotiverende knekken hos avgangselevene?
Hvorfor koster en elev pÄ KvÄs 63 000 kroner mer enn en elev pÄ à ?
Mens en elev pÄ à koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?
Hvorfor ikke ta skoledebatt nÄ?
Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.
Hvorfor er ikke kunstig intelligens en del av rapporten?
Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?
«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.
Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.
đ All Metadata (JSON)
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"raw_feed_item" : "<item><title>Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</title><link>https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305</link><description><![CDATA[Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.]]></description><pubDate>Mon, 25 May 2026 10:22:05 +0200</pubDate><api:modifiedDate>Mon, 25 May 2026 10:22:05 +0200</api:modifiedDate><api:contentType>opinion</api:contentType><guid isPermaLink=\"false\">5-104-493305</guid><dc:creator>Magne Storedal</dc:creator><api:subscription>false</api:subscription><api:body><![CDATA[<div>\n <p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p>\n <p>IfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p>\n <h2>Hjelpetiltak mye hĂžyere enn snittet</h2>\n <p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p>\n <ul>\n <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li>\n <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li>\n </ul>\n <p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p>\n <p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p>\n <p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p>\n <p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p>\n <p><amedia-embed id=\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331\" inlineid=\"_2aa5de1e-55b3-4f92-9753-4482fc526793\">\n <a href=\"/dette-er-tilrettelagt-undervisning/x/5-104-493331\">Dette er tilrettelagt undervisning</a>\n </amedia-embed></p>\n <p><amedia-embed id=\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037\" inlineid=\"_6be04fbe-6259-47c0-a36d-6114cd84d465\">\n <a href=\"/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a>\n </amedia-embed></p>\n <h2><span>Klasserommene er fulle av varme</span></h2>\n <p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p>\n <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p>\n <h2>Sakker akterut underveis</h2>\n <p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p>\n <ul>\n <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li>\n <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li>\n </ul>\n <h2>Fem relevante spĂžrsmĂ„l</h2>\n <p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p>\n <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p>\n <p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p>\n <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p>\n <p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p>\n <p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p>\n <p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p>\n <p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p>\n <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p>\n <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p>\n <p><b></b>Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p>\n <p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p>\n <p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\n</div>]]></api:body><enclosure length=\"75000\" type=\"image/jpeg\" url=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\" /><api:multimediaGroup type=\"image\"><api:multimedia filename=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length=\"75000\" type=\"image/jpeg\" url=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\" /><api:multimediaGroup type=\"image\"><api:multimedia filename=\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktÞr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>"
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<item><title>Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</title><link>https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305</link><description><![CDATA[Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lÊrende fellesskap, men pÄ Lyngdal ungdomsskole mottar nÄ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.]]></description><pubDate>Mon, 25 May 2026 10:22:05 +0200</pubDate><api:modifiedDate>Mon, 25 May 2026 10:22:05 +0200</api:modifiedDate><api:contentType>opinion</api:contentType><guid isPermaLink="false">5-104-493305</guid><dc:creator>Magne Storedal</dc:creator><api:subscription>false</api:subscription><api:body><![CDATA[<div> <p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.</p> <p>IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.</p> <h2>Hjelpetiltak mye hÞyere enn snittet</h2> <p>SÊrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p> <ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hÞyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hÞyere enn landsgjennomsnittet.</li> </ul> <p>I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p> <p>Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p> <p>NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.</p> <p>Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.</p> <p><amedia-embed id="http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331" inlineid="_2aa5de1e-55b3-4f92-9753-4482fc526793"> <a href="/dette-er-tilrettelagt-undervisning/x/5-104-493331">Dette er tilrettelagt undervisning</a> </amedia-embed></p> <p><amedia-embed id="http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037" inlineid="_6be04fbe-6259-47c0-a36d-6114cd84d465"> <a href="/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a> </amedia-embed></p> <h2><span>Klasserommene er fulle av varme</span></h2> <p>SÄ til det som er veldig bra i rapporten. Den viser svart pÄ hvitt at elevene opplever solid stÞtte fra lÊrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pÄ skolene holder hÞy kvalitet. I tillegg har Lyngdal en lÊrertetthet som oppfyller normen pÄ alle trinn. Skolene vÄre er fulle av varme, trygghet og gode voksne. Det skal lÊrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p> <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pÄ tallene. Kommuneledelsen legger kortene pÄ bordet, og denne Äpenheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lÊrere, rektorer og FAU fÄtt et verktÞy som viser hvor skoen trykker i Lyngdal-skolene.</p> <h2>Sakker akterut underveis</h2> <p>To andre forhold i rapporten gir grunnlag for sÊrlig bekymring.</p> <ul> <li><b>Nasjonale prÞver pÄ 5. trinn</b>: Rapporten viser at Lyngdal har en stÞrre andel elever pÄ de laveste mestringsnivÄene (mestringsnivÄ 1) i bÄde lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pÄ mellomtrinnet (-1,6) og en markant lavere verdi pÄ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pÄ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelÞpet.</li> </ul> <h2>Fem relevante spÞrsmÄl</h2> <p>I tillegg til Ä finne ut hvorfor det er sÄ mange som fÄr tilrettelagt undervisning, er dette fem andre relevante spÞrsmÄl som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p> <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pÄ mellom- og ungdomstrinnet?</b></p> <p>I lys av prestasjonene pÄ 5. trinn pÄ nasjonale prÞver og fallet i skolebidrag pÄ ungdomstrinnet, hvorfor klarer ikke skolene Ä omsette hÞy lÊrertetthet og god trivsel til bedre resultater?</p> <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pÄ 10. trinn?</b></p> <p>ElevundersÞkelsen avdekker at indikatoren for faglig utfordring pÄ avgangstrinnet har sunket dramatisk det siste Äret, samtidig som elevenes motivasjon ligger pÄ lave 3,2. Hva skal gjÞres for Ä snu denne demotiverende knekken hos avgangselevene?</p> <p><b>Hvorfor koster en elev pÄ KvÄs 63 000 kroner mer enn en elev pÄ à ?</b></p> <p>Mens en elev pÄ à koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p> <p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p> <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p> <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p> <p><b></b>Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p> <p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p> <p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p> </div>]]></api:body><enclosure length="75000" type="image/jpeg" url="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg" /><api:multimediaGroup type="image"><api:multimedia filename="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length="75000" type="image/jpeg" url="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg" /><api:multimediaGroup type="image"><api:multimedia filename="http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktÞr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>
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<span>Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. </span>
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Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lÊrende fellesskap, men pÄ Lyngdal ungdomsskole mottar nÄ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.
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<div class="brick-c-iwkzXG article-body"> <amedia-placeholder index="0" wordcount="0" /><p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljÞer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hÞyere prestasjoner enn pÄ nasjonalt nivÄ.</p><amedia-placeholder index="1" wordcount="35" /><p>IfÞlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pÄ 7,6 prosent.</p><amedia-placeholder index="2" wordcount="71" /><h2>Hjelpetiltak mye hÞyere enn snittet</h2><p>SÊrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p><ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hÞyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hÞyere enn landsgjennomsnittet.</li> </ul><p>I tillegg til kostnadssiden har det Ä motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ä bli skilt ut fra den ordinÊre undervisningen fÞles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ä ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nÄ er i grunnskolen, om fÄ Är skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p><amedia-placeholder index="3" wordcount="163" /><p>Kunstig intelligens er et fantastisk redskap, men er ogsÄ den store splitteren. KI fungerer som en katalysator for stÞrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p><amedia-placeholder index="4" wordcount="194" /><p>NÄr vi vet at ressursene som gÄr med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mÄ vi finne ut hva som er Ärsaken til at spesielt mange i Lyngdal fÄr slik undervisning.</p><amedia-placeholder index="5" wordcount="234" /><p>Ligger svikten i klasserommene i mÄten undervisningen drives pÄ eller er det andre faktorer som gjÞr at sÄ mange trenger spesialtilpasset undervisning? Dette bÞr det vÊre en prioritert oppgave Ä finne svaret pÄ.</p><brick-expand-v0 class="brick-c-jIBqpB" data-aria-label="Vis mer om Dette er tilrettelagt undervisning" data-button-label="Vis mer" data-expanded-state="collapsed" data-version="primary" is-rendered="is-rendered">
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<h3 class="title">Dette er tilrettelagt undervisning</h3>
<div class="body"><p><b>Tilrettelagt undervisning</b> (ofte omtalt juridisk som <i>individuelt tilrettelagt opplĂŠring</i>, og tidligere kjent som <i>spesialundervisning</i>) er en lovfestet rettighet for elever som ikke har, eller kan fĂ„, et tilfredsstillende utbytte av det ordinĂŠre opplĂŠringstilbudet i skolen.</p><p>MĂ„let med tilrettelagt undervisning er Ă„ sikre at alle elever â uavhengig av funksjonsnivĂ„, lĂŠrevansker eller sosiale utfordringer â fĂ„r en likeverdig opplĂŠring og mulighet til utvikling.</p><p>Her er de viktigste elementene i hva tilrettelagt undervisning innebĂŠrer:</p><p>Retten til tilrettelagt undervisning utlĂžses ikke automatisk av at en elev har en bestemt diagnose (som for eksempel ADHD, dysleksi eller autisme). Det avgjĂžrende er <b>elevens faktiske utbytte av undervisningen</b>. Hvis skolen har forsĂžkt Ă„ tilpasse den vanlige undervisningen, men eleven likevel blirhengende etter eller ikke klarer Ă„ fĂžlge med, skal det gjĂžres en sakkyndig vurdering (vanligvis av PPT â Pedagogisk-psykologisk tjeneste). Hvis PPT konkluderer med at eleven trenger mer hjelp, fattes det et <b>enkeltvedtak</b>.</p><p>Tilrettelagt undervisning er individuelt tilpasset og kan se svĂŠrt forskjellig ut fra elev til elev:</p><ul><li><p><b>Innhold:</b> Eleven kan jobbe etter andre kompetansemĂ„l enn resten av klassen (for eksempel en forenklet lĂŠreplan).</p></li><li><p><b>Omfang og tid:</b> Eleven kan fĂ„ ekstra tid pĂ„ oppgaver, eller fĂ„ redusert mengde fag.</p></li><li><p><b>Organisering:</b> Eleven kan fĂ„ deler av undervisningen i en mindre gruppe eller i enerom sammen med en spesialpedagog eller assistent, i stedet for Ă„ sitte i det store klasserommet hele tiden.</p></li><li><p><b>Utstyr og hjelpemidler:</b> Bruk av spesifikke digitale verktĂžy, lydbĂžker eller fysiske tilrettelegginger.</p></li></ul></div>
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<h3 class="article--c-ZGkrs" itemprop="headline name">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</h3>
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<h2><span>Klasserommene er fulle av varme</span></h2><p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p><amedia-placeholder index="6" wordcount="345" /><p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p><amedia-placeholder index="7" wordcount="394" /><h2>Sakker akterut underveis</h2><p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p><ul> <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li> </ul><h2>Fem relevante spĂžrsmĂ„l</h2><p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p><amedia-placeholder index="8" wordcount="434" /><p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p><amedia-placeholder index="9" wordcount="444" /><p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p><amedia-placeholder index="10" wordcount="474" /><p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p><amedia-placeholder index="11" wordcount="485" /><p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p><amedia-placeholder index="12" wordcount="519" /><p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p><amedia-placeholder index="13" wordcount="534" /><p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p><amedia-placeholder index="14" wordcount="568" /><p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p><amedia-placeholder index="15" wordcount="573" /><p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p><amedia-placeholder index="16" wordcount="641" /><p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p><amedia-placeholder index="17" wordcount="650" /><p> Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p><amedia-placeholder index="18" wordcount="719" /><p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p><amedia-placeholder index="19" wordcount="753" /><p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>
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"content" : "Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.\n\nIfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.\n\n## Hjelpetiltak mye hĂžyere enn snittet\n\nSĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.\n\n- Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.\n- Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.\n\nI tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.\n\nKunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.\n\nNĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.\n\nLigger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.\n\nDette er tilrettelagt undervisning\n\nSkolerapport om alle Lyngdal\\-skolene: Elevene sakker akterut faglig underveis\n\n## Klasserommene er fulle av varme\n\nSĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.\n\nSamtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal\\-skolene.\n\n## Sakker akterut underveis\n\nTo andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.\n\n- **Nasjonale prĂžver pĂ„ 5. trinn**: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene \\(mestringsnivĂ„ 1\\) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.\n- **Ungdomstrinnet \\(skolebidrag\\):**Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal\\-skolen har en negativ verdi pĂ„ mellomtrinnet \\(\\-1,6\\) og en markant lavere verdi pĂ„ ungdomstrinnet \\(\\-2,7\\) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.\n\n## Fem relevante spĂžrsmĂ„l\n\nI tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».\n\n**Hvo****rfor svikter den faglige progresjonen pĂ„ mellom\\- og ungdomstrinnet?**\n\nI lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?\n\n**Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?**\n\nElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?\n\n**Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?**\n\nMens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?\n\n**Hvorfor ikke ta skoledebatt nÄ?**\n\nKommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.\n\n**Hvorfor er ikke kunstig intelligens en del av rapporten?**\n\nVi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?\n\n«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.\n\nDet skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.",
"created_at" : "2026-05-25 11:46:50",
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"metadata" : "{\"og\":{},\"raw_feed_item\":\"<item><title>Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</title><link>https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305</link><description><![CDATA[Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.]]></description><pubDate>Mon, 25 May 2026 10:22:05 +0200</pubDate><api:modifiedDate>Mon, 25 May 2026 10:22:05 +0200</api:modifiedDate><api:contentType>opinion</api:contentType><guid isPermaLink=\\\"false\\\">5-104-493305</guid><dc:creator>Magne Storedal</dc:creator><api:subscription>false</api:subscription><api:body><![CDATA[<div>\\n <p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p>\\n <p>IfĂžlge Ă«Tilstandsrapport for skoleĂ» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p>\\n <h2>Hjelpetiltak mye hĂžyere enn snittet</h2>\\n <p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p>\\n <ul>\\n <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li>\\n <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li>\\n </ul>\\n <p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p>\\n <p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p>\\n <p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p>\\n <p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p>\\n <p><amedia-embed id=\\\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493331\\\" inlineid=\\\"_2aa5de1e-55b3-4f92-9753-4482fc526793\\\">\\n <a href=\\\"/dette-er-tilrettelagt-undervisning/x/5-104-493331\\\">Dette er tilrettelagt undervisning</a>\\n </amedia-embed></p>\\n <p><amedia-embed id=\\\"http://services-acp.api.no/api/acpcomposer/v1.1/content/5-104-493037\\\" inlineid=\\\"_6be04fbe-6259-47c0-a36d-6114cd84d465\\\">\\n <a href=\\\"/skolerapport-om-alle-lyngdal-skolene-elevene-sakker-akterut-faglig-underveis/s/5-104-493037\\\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</a>\\n </amedia-embed></p>\\n <h2><span>Klasserommene er fulle av varme</span></h2>\\n <p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p>\\n <p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p>\\n <h2>Sakker akterut underveis</h2>\\n <p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p>\\n <ul>\\n <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li>\\n <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li>\\n </ul>\\n <h2>Fem relevante spĂžrsmĂ„l</h2>\\n <p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av Ă«Tilstandsrapport for skoleĂ».</p>\\n <p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p>\\n <p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p>\\n <p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p>\\n <p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p>\\n <p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ ĂÂ
?</b></p>\\n <p>Mens en elev pĂ„ ĂÂ
koster kommunen rundt 133 000 kroner i Äret, bikker prislappen pÄ KvÄs hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stÞrre skolene?</p>\\n <p><b>Hvorfor ikke ta skoledebatt nÄ?</b></p>\\n <p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ärene, og rapporten viser at de minste skolene naturlig nok har de hÞyeste kostnadene per elev. Dette handler ikke om Ä kreve umiddelbare nedleggelser, men om Ä tÞrre Ä starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fÞr de Þkonomiske realitetene tvinger frem raske lÞsninger.</p>\\n <p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p>\\n <p><b></b>Vi stÄr midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svÊrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lÊring bestÄ av nÄr all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p>\\n <p>ëTilstandsrapport for skole 2025û kan brukes i hjemmet i dialog med eleven, i klasserommet, pÄ lÊrervÊrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ä vÊre presis i virkemiddelbruken.</p>\\n <p>Det skylder vi de 1344 elevene som hver dag gÄr inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\\n</div>]]></api:body><enclosure length=\\\"75000\\\" type=\\\"image/jpeg\\\" url=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\\\" /><api:multimediaGroup type=\\\"image\\\"><api:multimedia filename=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/Lyngdal%2Bungdomsskole.jpeg\\\" /><api:description><![CDATA[Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sÄ mange som landsgjennomsnittet. ]]></api:description><api:credit><![CDATA[null]]></api:credit></api:multimediaGroup><enclosure length=\\\"75000\\\" type=\\\"image/jpeg\\\" url=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\\\" /><api:multimediaGroup type=\\\"image\\\"><api:multimedia filename=\\\"http://g.api.no/obscura/API/image/r1/ece5/tr_1920x1332_l_f/1779709141076/lyng/2026/5/24/21/unnamed%2B%25281%2529.jpg\\\" /><api:description><![CDATA[Magnre Storedal er konstiturert ansvarlig redaktÞr i Lyngdals Avis.]]></api:description><api:credit><![CDATA[Rune Nilsen]]></api:credit></api:multimediaGroup></item>\"}",
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href=\"/sport/\">Sport</a></li>\n <li><a href=\"/kultur/\">Kultur</a></li>\n </ul>\n <h3 class=\"epaper-header\">Papiravisen</h3>\n <div class=\"epaper-list\">\n <div class=\"epaper epaper-current\">\n <a class=\"epaper-link\" href=\"//eavis.lyngdalsavis.no\">\n <img alt=\"\" class=\"epaper-image\" loading=\"lazy\" src=\"//www.e-pages.dk/lyngdalsavis/599/teasers/small.jpg\">\n <div class=\"epaper-text\">\n <p class=\"epaper-title\">Papiravisen (eAvis)</p>\n </div>\n </img></a>\n </div>\n <div class=\"epapers\">\n <a aria-label=\"GĂ„ til www.lyngdalsavis.no sin eAvis aviskiosk\" class=\"epapers-link\" href=\"https://www.lyngdalsavis.no/vis/aviskiosk\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/rb_no/7193/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/ba_no/8342/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/avisanordland/5021/teasers/small.jpg\">\n <img alt=\"\" aria-hidden=\"true\" class=\"epapers-image\" loading=\"lazy\" src=\"//www.e-pages.dk/finnmarken/20170/teasers/small.jpg\">\n <div class=\"epapers-text\">\n <span class=\"epapers-label\">ny!</span>\n <p class=\"epapers-title\">eAviser fra hele landet</p>\n </div>\n </img></img></img></img></a>\n </div>\n </div>\n </div>\n <div class=\"column column4\">\n <div class=\"amedia-abomenu\">\n <ul>\n <h2>Abonnement</h2>\n <li><a href=\"//www.lyngdalsavis.no/abo/\">Min Side</a>\n <li><a href=\"https://www.aid.no/aid/familie\">Del abonnementet: aID Familie</a>\n <li><a href=\"https://www.plussalt.no/aviser\">Aviser i +Alt-abonnementet</a>\n <li><a href=\"//www.lyngdalsavis.no/vis/info/qa\">Ofte stilte spĂžrsmĂ„l</a>\n </li></li></li></li></ul>\n </div>\n <a class=\"ung1520-link\" href=\"/tilgang/ung-gratistilgang\">\n <span class=\"ung1520-tag\">NYHET</span>\n <div class=\"ung1520-text\">\n <div>\n 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width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n <a class=\"content\" href=\"https://www.direktesport.no?amedia_referrer=www.lyngdalsavis.no\">\n <span>Direktesport</span>\n <span><svg fill=\"none\" height=\"24\" viewBox=\"0 0 24 24\" width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n <a class=\"content\" href=\"https://www.untold.app?amedia_referrer=www.lyngdalsavis.no\">\n <span>Untold</span>\n <span><svg fill=\"none\" height=\"24\" viewBox=\"0 0 24 24\" width=\"24\" xmlns=\"http://www.w3.org/2000/svg\">\n <g clip-path=\"url(#clip0)\">\n <path d=\"M17.5 14H16.5C16.3674 14 16.2402 14.0527 16.1464 14.1464C16.0527 14.2402 16 14.3674 16 14.5V18H6V8H10.5C10.6326 8 10.7598 7.94732 10.8536 7.85355C10.9473 7.75979 11 7.63261 11 7.5V6.5C11 6.36739 10.9473 6.24021 10.8536 6.14645C10.7598 6.05268 10.6326 6 10.5 6H5.5C5.10218 6 4.72064 6.15804 4.43934 6.43934C4.15804 6.72064 4 7.10218 4 7.5V18.5C4 18.8978 4.15804 19.2794 4.43934 19.5607C4.72064 19.842 5.10218 20 5.5 20H16.5C16.8978 20 17.2794 19.842 17.5607 19.5607C17.842 19.2794 18 18.8978 18 18.5V14.5C18 14.3674 17.9473 14.2402 17.8536 14.1464C17.7598 14.0527 17.6326 14 17.5 14ZM19.25 4H15.25C14.5822 4 14.2484 4.80969 14.7188 5.28125L15.8353 6.39781L8.21875 14.0116C8.14883 14.0812 8.09335 14.164 8.0555 14.2552C8.01764 14.3464 7.99816 14.4441 7.99816 14.5428C7.99816 14.6415 8.01764 14.7393 8.0555 14.8304C8.09335 14.9216 8.14883 15.0044 8.21875 15.0741L8.92719 15.7812C8.99687 15.8512 9.07966 15.9066 9.17082 15.9445C9.26199 15.9824 9.35973 16.0018 9.45844 16.0018C9.55715 16.0018 9.65489 15.9824 9.74605 15.9445C9.83722 15.9066 9.92001 15.8512 9.98969 15.7812L17.6025 8.16625L18.7188 9.28125C19.1875 9.75 20 9.42188 20 8.75V4.75C20 4.55109 19.921 4.36032 19.7803 4.21967C19.6397 4.07902 19.4489 4 19.25 4V4Z\" fill=\"#292827\" />\n </g>\n <defs>\n <clipPath id=\"clip0\">\n <rect fill=\"white\" height=\"16\" transform=\"translate(4 4)\" width=\"16\" />\n </clipPath>\n </defs>\n </svg>\n </span>\n </a>\n </div> </div>\n <div class=\"column column1\">\n <div class=\"tip-us\">\n <h2>Tips oss!</h2>\n <div 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Bildet mangler alternativ tekst.\" class=\"article--c-gVhFwi\" data-enlarge=\"true\" data-model=\"opinion\" role=\"button\" style=\"\" tabindex=\"0\">\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-fetch-priority=\"high\" data-height=\"3024\" data-loading=\"eager\" data-sizes=\"(max-width: 500px) 90vw, 980px\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" data-srcset=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 600w, https://g.acdn.no/api/lumina/backend/ami-large/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 1200w\" data-width=\"4032\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" fetchpriority=\"high\" height=\"3024\" loading=\"eager\" sizes=\"(max-width: 500px) 90vw, 980px\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" srcset=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 600w, https://g.acdn.no/api/lumina/backend/ami-large/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg 1200w\" style=\"--brick-image-ratio: 4032 / 3024;\" width=\"4032\" /></brick-image-v6>\n </click-enlarge>\n \n <div aria-controls=\"top-image-caption-content\" aria-expanded=\"false\" aria-label=\"Vis mer\" class=\"article-img-caption-wrap article--c-hFqxKw article--c-hFqxKw-jejgBa-isTopImage-true article--c-hFqxKw-kfcYBa-design-default article--c-hFqxKw-haxWh-cv\" data-show-more-label=\"Vis mer\" id=\"top-image-caption\" role=\"button\" tabindex=\"0\">\n <div class=\"caption-content\" id=\"top-image-caption-content\">\n \n <span>Hver sjette elev ved Lyngdal Ungdomsskole mottar tilrettelagt undervisning. Det er over dobbelt sĂ„ mange som landsgjennomsnittet. </span>\n \n </div>\n </div>\n </div> \n \n </div>\n\n <div class=\"article-top brick-c-djylTE\">\n <!-- Article Meta-->\n \n <div class=\"article-meta-wrapper brick-c-cGhTJe opinion\">\n \n <div class=\"brick-c-ifFDXZ opinion-byline article-meta-byline\">\n <span aria-hidden=\"true\">Av </span>\n <brick-byline-v0 class=\"brick-c-iuqwzh\" data-email=\"magne@Lofot-Tidende.no\" data-name=\"Magne Storedal\" data-profile-url=\"/vis/journalist/magne@Lofot-Tidende.no\" is-rendered=\"is-rendered\">\n <address aria-label=\"Journalist Magne Storedal\" itemprop=\"author\" itemscope=\"itemscope\" itemtype=\"http://schema.org/Person\">\n <a aria-label=\"Kontakt Magne Storedal\" class=\"brick-byline-author\" href=\"/vis/journalist/magne@Lofot-Tidende.no\" itemprop=\"url\" rel=\"author\"><span class=\"brick-byline-name\" itemprop=\"name\">Magne Storedal</span></a>\n </address></brick-byline-v0>\n </div>\n <div class=\"article-meta-published\"><brick-published-v4 brick-component=\"brick-published\" class=\"brick-c-iNstTK\" data-datetime=\"2026-05-25T10:22:05.000+0200\" data-display-date=\"25.05.26 10:22\" data-itemprop=\"datePublished\" data-label=\"Publisert:\" is-rendered=\"is-rendered\"><time datetime=\"2026-05-25T10:22:05.000+0200\" itemprop=\"datePublished\"><span>Publisert: </span>25.05.26 10:22</time></brick-published-v4></div>\n \n <div class=\"article-meta-share\">\n \n <span class=\"share-mobile-wrapper brick-c-cMaFVp\">\n <brick-share brick-component=\"brick-share\" data-aria-label=\"Del denne artikkelen.\" data-copy-error=\"Kunne ikke kopiere lenken, prĂžv Ă„ kopiere manuelt.\" data-copy-success=\"Lenken er kopiert\" data-title=\"Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?\" data-url=\"https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305\" is-rendered=\"true\"><brick-button-v9 brick-component=\"brick-button\" class=\"brick-c-erRvjT\" data-adplabel=\"brick_share_button\" data-adpvalue=\"share\" data-aria-label=\"Del denne artikkelen.\" data-icon-id=\"share\" data-label=\"Del\" data-size=\"medium\" data-version=\"secondary\" is-rendered=\"is-rendered\"><button aria-label=\"Del denne artikkelen.\" class=\"brick-c-cAQiLM\" data-adp-clicklabel=\"brick_share_button\" data-adp-clickvalue=\"share\">\n <brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"share\" data-icon-size=\"undefined\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-fkGePD\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#share\" />\n </svg>\n </div>\n </brick-icon-v2>\n <span>Del</span>\n </button></brick-button-v9></brick-share>\n </span>\n\n <span class=\"share-desktop-wrapper brick-c-bUMNCY\">\n <brick-share brick-component=\"brick-share\" data-aria-label=\"Del denne artikkelen.\" data-copy-error=\"Kunne ikke kopiere lenken, prĂžv Ă„ kopiere manuelt.\" data-copy-success=\"Lenken er kopiert\" data-url=\"https://www.lyngdalsavis.no/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305\" data-version=\"copy\" is-rendered=\"true\"><brick-button-v9 brick-component=\"brick-button\" class=\"brick-c-erRvjT\" data-adplabel=\"brick_share_button\" data-adpvalue=\"copy\" data-aria-label=\"Del denne artikkelen.\" data-icon-id=\"share-url\" data-label=\"Kopier\" data-size=\"medium\" data-version=\"secondary\" is-rendered=\"is-rendered\"><button aria-label=\"Del denne artikkelen.\" class=\"brick-c-cAQiLM\" data-adp-clicklabel=\"brick_share_button\" data-adp-clickvalue=\"copy\">\n <brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"share-url\" data-icon-size=\"undefined\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-fkGePD\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#share-url\" />\n </svg>\n </div>\n </brick-icon-v2>\n <span>Kopier</span>\n </button></brick-button-v9></brick-share>\n </span>\n\n </div>\n \n </div>\n \n \n <!-- Lead text for even article IDs (A/B test - www.dt.no only) OR default position for all other cases -->\n \n <div class=\"lead-text-wrap brick-c-bRpTKa\">\n <p class=\"lead-text opinion brick-c-eOZvhA\" data-content=\"lead-text\">\n \n Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lĂŠrende fellesskap, men pĂ„ Lyngdal ungdomsskole mottar nĂ„ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.\n </p>\n </div>\n \n <!-- Icon for premium articles -->\n \n </div>\n\n \n <!-- data-content is mainly used by aID for testing purposes. DO NOT REMOVE! -->\n <div class=\"body-text brick-c-cXQGoQ\" data-content=\"body-text\" itemprop=\"articleBody\">\n <!-- BeyondWords text-to-speech -->\n \n\n <!-- Commercial label top -->\n \n <!-- Smartembeds automated-->\n \n\n <!-- For Opinion, otherwise empty -->\n \n <div class=\"brick-c-fdojcf\">\n <p class=\"vignette\">Meninger</p>\n <p class=\"disclaimer\">Dette er et debattinnlegg. Innlegget gir uttrykk for skribentens holdninger.</p>\n </div>\n \n <!-- Article body -->\n <div class=\"brick-c-iwkzXG article-body\"> <amedia-placeholder index=\"0\" wordcount=\"0\" /><p>Lyngdal er et oversiktlig og tett lokalsamfunn der et rikt lagsarbeid, sterke idrettsmiljĂžer og engasjerte menigheter skaper et uformelt samhold som burde borge for mindre utfordringer i skolen og hĂžyere prestasjoner enn pĂ„ nasjonalt nivĂ„.</p><amedia-placeholder index=\"1\" wordcount=\"35\" /><p>IfĂžlge «Tilstandsrapport for skole» mottok likevel mottok 152 elever av de totalt 1529 grunnskoleelevene i kommunen per 1. oktober 2025 tilrettelagt undervisning. Det tilsvarer hver tiende elev. Til sammenligning ligger det nasjonale gjennomsnittet pĂ„ 7,6 prosent.</p><amedia-placeholder index=\"2\" wordcount=\"71\" /><h2>Hjelpetiltak mye hĂžyere enn snittet</h2><p>SĂŠrlig utfordrende er situasjonen ved Lyngdal ungdomsskole hvor hver sjette elev mottok tilrettelagt undervisning i 2025.</p><ul> <li>Andelen ved Lyngdal ungdomsskole er 113,2 % hĂžyere enn landsgjennomsnittet.</li> <li>Andelen elever med tilrettelagt undervisning i hele kommunen er 38,2 prosent hĂžyere enn landsgjennomsnittet.</li> </ul><p>I tillegg til kostnadssiden har det Ă„ motta et formelt enkeltvedtak en menneskelig pris. For den enkelte elev kan det Ă„ bli skilt ut fra den ordinĂŠre undervisningen fĂžles som et nederlag, og bidra til at barnet utvikler et selvbilde preget av Ă„ ikke strekke til innenfor det vanlige klassefellesskapet. Legg til at barna som nĂ„ er i grunnskolen, om fĂ„ Ă„r skal inn i et mye mer komplekst samfunn enn det vi har i dag.</p><amedia-placeholder index=\"3\" wordcount=\"163\" /><p>Kunstig intelligens er et fantastisk redskap, men er ogsĂ„ den store splitteren. KI fungerer som en katalysator for stĂžrre ulikhet mellom de elevene som mestrer den, og de som faller av.</p><amedia-placeholder index=\"4\" wordcount=\"194\" /><p>NĂ„r vi vet at ressursene som gĂ„r med til tilrettelagt undervisning totalt sett er veldig store og effekten av slik undervisning er diskutable, mĂ„ vi finne ut hva som er Ă„rsaken til at spesielt mange i Lyngdal fĂ„r slik undervisning.</p><amedia-placeholder index=\"5\" wordcount=\"234\" /><p>Ligger svikten i klasserommene i mĂ„ten undervisningen drives pĂ„ eller er det andre faktorer som gjĂžr at sĂ„ mange trenger spesialtilpasset undervisning? Dette bĂžr det vĂŠre en prioritert oppgave Ă„ finne svaret pĂ„.</p><brick-expand-v0 class=\"brick-c-jIBqpB\" data-aria-label=\"Vis mer om Dette er tilrettelagt undervisning\" data-button-label=\"Vis mer\" data-expanded-state=\"collapsed\" data-version=\"primary\" is-rendered=\"is-rendered\">\n <brick-expand-content aria-label=\"Vis mer om Dette er tilrettelagt undervisning\" role=\"region\" tabindex=\"-1\">\n \n <div class=\"factbox-content brick-c-gQruHH\">\n <div class=\"content\">\n \n <h3 class=\"title\">Dette er tilrettelagt undervisning</h3>\n <div class=\"body\"><p><b>Tilrettelagt undervisning</b> (ofte omtalt juridisk som <i>individuelt tilrettelagt opplĂŠring</i>, og tidligere kjent som <i>spesialundervisning</i>) er en lovfestet rettighet for elever som ikke har, eller kan fĂ„, et tilfredsstillende utbytte av det ordinĂŠre opplĂŠringstilbudet i skolen.</p><p>MĂ„let med tilrettelagt undervisning er Ă„ sikre at alle elever â uavhengig av funksjonsnivĂ„, lĂŠrevansker eller sosiale utfordringer â fĂ„r en likeverdig opplĂŠring og mulighet til utvikling.</p><p>Her er de viktigste elementene i hva tilrettelagt undervisning innebĂŠrer:</p><p>Retten til tilrettelagt undervisning utlĂžses ikke automatisk av at en elev har en bestemt diagnose (som for eksempel ADHD, dysleksi eller autisme). Det avgjĂžrende er <b>elevens faktiske utbytte av undervisningen</b>. Hvis skolen har forsĂžkt Ă„ tilpasse den vanlige undervisningen, men eleven likevel blirhengende etter eller ikke klarer Ă„ fĂžlge med, skal det gjĂžres en sakkyndig vurdering (vanligvis av PPT â Pedagogisk-psykologisk tjeneste). Hvis PPT konkluderer med at eleven trenger mer hjelp, fattes det et <b>enkeltvedtak</b>.</p><p>Tilrettelagt undervisning er individuelt tilpasset og kan se svĂŠrt forskjellig ut fra elev til elev:</p><ul><li><p><b>Innhold:</b> Eleven kan jobbe etter andre kompetansemĂ„l enn resten av klassen (for eksempel en forenklet lĂŠreplan).</p></li><li><p><b>Omfang og tid:</b> Eleven kan fĂ„ ekstra tid pĂ„ oppgaver, eller fĂ„ redusert mengde fag.</p></li><li><p><b>Organisering:</b> Eleven kan fĂ„ deler av undervisningen i en mindre gruppe eller i enerom sammen med en spesialpedagog eller assistent, i stedet for Ă„ sitte i det store klasserommet hele tiden.</p></li><li><p><b>Utstyr og hjelpemidler:</b> Bruk av spesifikke digitale verktĂžy, lydbĂžker eller fysiske tilrettelegginger.</p></li></ul></div>\n </div>\n </div>\n </brick-expand-content>\n </brick-expand-v0>\n <a class=\"related-teaser has-image article--c-MkAkR\" href=\"//www.lyngdalsavis.no/5-104-493037\">\n <article class=\"article--c-bzUawH\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\">\n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"5-104-493037\" itemprop=\"identifier\" />\n <meta content=\"https://www.lyngdalsavis.no/5-104-493037\" itemprop=\"url\">\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <figure class=\"article--c-fWvOKR\">\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-loading=\"lazy\" data-sizes=\"200px\" data-src=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638\" data-srcset=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638 400w\" data-width=\"155\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" loading=\"lazy\" sizes=\"200px\" src=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638\" srcset=\"https://g.acdn.no/obscura/API/dynamic/r1/ece5/tr_400_1200_s_f/0000/lyng/2026/5/21/20/Lyngdal%2Bungdomsskole.jpeg?chk=491638 400w\" style=\"\" width=\"155\" /></brick-image-v6>\n <div class=\"article--c-gGgAOt\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-fBRIfo\" data-filled=\"true\" data-skin=\"black\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gFtFEQ\">\n <svg aria-hidden=\"true\">\n \n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div>\n </figure>\n <div class=\"article--c-kaKffF\">\n <span class=\"article--c-hqzvBt\">Les ogsĂ„</span>\n \n <h3 class=\"article--c-ZGkrs\" itemprop=\"headline name\">Skolerapport om alle Lyngdal-skolene: Elevene sakker akterut faglig underveis</h3>\n </div>\n \n </meta></article>\n </a>\n <h2><span>Klasserommene er fulle av varme</span></h2><p>SĂ„ til det som er veldig bra i rapporten. Den viser svart pĂ„ hvitt at elevene opplever solid stĂžtte fra lĂŠrerne, at forekomsten av mobbing er lav, og at det relasjonelle arbeidet pĂ„ skolene holder hĂžy kvalitet. I tillegg har Lyngdal en lĂŠrertetthet som oppfyller normen pĂ„ alle trinn. Skolene vĂ„re er fulle av varme, trygghet og gode voksne. Det skal lĂŠrere, rektorer og skoleledelsen ha dyp anerkjennelse for. Trygge barn er den viktigste kapitalen et lokalsamfunn har.</p><amedia-placeholder index=\"6\" wordcount=\"345\" /><p>Samtidig fortjener kommunalsjef for oppvekst og kultur, Bente Ingebretsen, stor ros for denne rapporten. Hun pynter ikke pĂ„ tallene. Kommuneledelsen legger kortene pĂ„ bordet, og denne Ă„penheten er prisverdig. Gjennom Ingebretsens transparente fremstilling har foreldre, lĂŠrere, rektorer og FAU fĂ„tt et verktĂžy som viser hvor skoen trykker i Lyngdal-skolene.</p><amedia-placeholder index=\"7\" wordcount=\"394\" /><h2>Sakker akterut underveis</h2><p>To andre forhold i rapporten gir grunnlag for sĂŠrlig bekymring.</p><ul> <li><b>Nasjonale prĂžver pĂ„ 5. trinn</b>: Rapporten viser at Lyngdal har en stĂžrre andel elever pĂ„ de laveste mestringsnivĂ„ene (mestringsnivĂ„ 1) i bĂ„de lesing og regning sammenlignet med landsgjennomsnittet. Det betyr at en uforholdsmessig stor andel av de yngre elevene presterer under det nasjonale snittet.</li> <li><b>Ungdomstrinnet (skolebidrag): </b>Under kapittelet om skolebidrag legger hun frem tabeller som viser at Lyngdal-skolen har en negativ verdi pĂ„ mellomtrinnet (-1,6) og en markant lavere verdi pĂ„ ungdomstrinnet (-2,7) enn forventet ut fra elevenes forutsetninger. Dette bekrefter svart pĂ„ hvitt at progresjonen til en stor andel av de eldste elevene flater ut eller faller under snittet underveis i skolelĂžpet.</li> </ul><h2>Fem relevante spĂžrsmĂ„l</h2><p>I tillegg til Ă„ finne ut hvorfor det er sĂ„ mange som fĂ„r tilrettelagt undervisning, er dette fem andre relevante spĂžrsmĂ„l som kan stilles etter fremleggelsen av «Tilstandsrapport for skole».</p><amedia-placeholder index=\"8\" wordcount=\"434\" /><p><b>Hvo</b><b>rfor svikter den faglige progresjonen pĂ„ mellom- og ungdomstrinnet?</b></p><amedia-placeholder index=\"9\" wordcount=\"444\" /><p>I lys av prestasjonene pĂ„ 5. trinn pĂ„ nasjonale prĂžver og fallet i skolebidrag pĂ„ ungdomstrinnet, hvorfor klarer ikke skolene Ă„ omsette hĂžy lĂŠrertetthet og god trivsel til bedre resultater?</p><amedia-placeholder index=\"10\" wordcount=\"474\" /><p><b>Hvorfor stuper motivasjonen og opplevelsen av faglige utfordringer pĂ„ 10. trinn?</b></p><amedia-placeholder index=\"11\" wordcount=\"485\" /><p>ElevundersĂžkelsen avdekker at indikatoren for faglig utfordring pĂ„ avgangstrinnet har sunket dramatisk det siste Ă„ret, samtidig som elevenes motivasjon ligger pĂ„ lave 3,2. Hva skal gjĂžres for Ă„ snu denne demotiverende knekken hos avgangselevene?</p><amedia-placeholder index=\"12\" wordcount=\"519\" /><p><b>Hvorfor koster en elev pĂ„ KvĂ„s 63 000 kroner mer enn en elev pĂ„ Ă
?</b></p><amedia-placeholder index=\"13\" wordcount=\"534\" /><p>Mens en elev pĂ„ Ă
koster kommunen rundt 133 000 kroner i Ă„ret, bikker prislappen pĂ„ KvĂ„s hele 196 000 kroner. Hvordan forsvare denne enorme ressursforskjellen overfor foreldre og elever ved de stĂžrre skolene?</p><amedia-placeholder index=\"14\" wordcount=\"568\" /><p><b>Hvorfor ikke ta skoledebatt nĂ„?</b></p><amedia-placeholder index=\"15\" wordcount=\"573\" /><p>Kommunens egne framskrivinger viser at elevtallet vil synke med over 200 barn de neste ti Ă„rene, og rapporten viser at de minste skolene naturlig nok har de hĂžyeste kostnadene per elev. Dette handler ikke om Ă„ kreve umiddelbare nedleggelser, men om Ă„ tĂžrre Ă„ starte en rolig og langsiktig samtale om hvordan skolestrukturen i Lyngdal skal se ut i framtiden, fĂžr de Ăžkonomiske realitetene tvinger frem raske lĂžsninger.</p><amedia-placeholder index=\"16\" wordcount=\"641\" /><p><b>Hvorfor er ikke kunstig intelligens en del av rapporten?</b></p><amedia-placeholder index=\"17\" wordcount=\"650\" /><p> Vi stĂ„r midt i en teknologisk revolusjon, men kunstig intelligens, digital kompetanse og det fremtidige arbeidsmarkedet er ikke nevnt i rapporten. Vi er inne i et voldsomt hamskifte vi ikke aner konsekvensene av, der svĂŠrt mange jobbkategorier vil bli helt eller delvis borte. Og hva skal egentlig lĂŠring bestĂ„ av nĂ„r all kunnskap er tilgjengelig i sanntid. Kort og godt, hvordan ruster vi elevene for denne nye virkeligheten?</p><amedia-placeholder index=\"18\" wordcount=\"719\" /><p>«Tilstandsrapport for skole 2025» kan brukes i hjemmet i dialog med eleven, i klasserommet, pĂ„ lĂŠrervĂŠrelset, i FAU og i politikken. Rapporten er et faktagrunnlag som gir mulighet til Ă„ vĂŠre presis i virkemiddelbruken.</p><amedia-placeholder index=\"19\" wordcount=\"753\" /><p>Det skylder vi de 1344 elevene som hver dag gĂ„r inn skoleporten i Lyngdal. De skal ut i en virkelighet som vi bare aner konturene av.</p>\n</div> \n <ul class=\"brick-c-fgvofI article-tags-bottom \">\n <li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 1: Skolene\" data-link=\"/tag/skolene\" data-size=\"small\" data-text=\"Skolene\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 1: Skolene\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/skolene\" role=\"link\" tabindex=\"0\">Skolene</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 2: Lyngdal\" data-link=\"/tag/lyngdal\" data-size=\"small\" data-text=\"Lyngdal\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 2: Lyngdal\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/lyngdal\" role=\"link\" tabindex=\"0\">Lyngdal</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 3: Rapport\" data-link=\"/tag/rapport\" data-size=\"small\" data-text=\"Rapport\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 3: Rapport\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/rapport\" role=\"link\" tabindex=\"0\">Rapport</a></brick-tag-v0>\n </li><li class=\"brick-c-kZLXGY\">\n <brick-tag-v0 brick-component=\"brick-tag\" class=\"brick-c-eMDPuB\" data-aria-label=\"Emne 4: Tiltak\" data-link=\"/tag/tiltak\" data-size=\"small\" data-text=\"Tiltak\" data-version=\"capsule\" is-rendered=\"true\"><a aria-label=\"Emne 4: Tiltak\" data-size=\"small\" data-version=\"capsule\" href=\"/tag/tiltak\" role=\"link\" tabindex=\"0\">Tiltak</a></brick-tag-v0>\n </li>\n </ul>\n \n <!-- Commercial label bottom -->\n \n <!-- Call to action button for Meninger/Opinion -->\n <div class=\"facebook-like-box lp_facebooklikebox brick-c-jQDFHJ\">\n <div id=\"fb-root\" />\n \n\n <div class=\"fb-page\" data-hide-cover=\"false\" data-hide-cta=\"true\" data-href=\"https://www.facebook.com/LyngdalsAvis\" data-lazy=\"true\" data-show-facepile=\"false\" data-width=\"380\" />\n</div>\n\n </div>\n \n </div>\n</article>\n\n <!-- AMEDIA-COMPONENT-END -->\n \n <footer class=\"maelstrom-article-footer\">\n\n <div class=\"footer-items\">\n <div class=\"am-moreArticlesHeader maelstrom-more-articles\">\n\t<div class=\"am-moreArticlesHeader-heading heading\">\n\t\t<h2>Flere saker</h2>\n\t</div>\n</div>\n \n <!-- AMEDIA-COMPONENT-START -->\n \n <!--googleoff: all-->\n <div class=\"relatedContentContainer adp-inscreen lp_related\">\n <brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493305\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-long-word=\"true\" data-theme=\"alfa\" data-title-words=\"6\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:54;\n --_teaser-title-length-percentage:1.85;\n --_teaser-long-word:6.67\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"free\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493305\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/skolerapporten-hvorfor-eksploderer-tallene-i-lyngdal/o/5-104-493305\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"3024\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" data-srcsize=\"480\" data-width=\"4032\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"3024\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/21/Lyngdal+ungdomsskole.jpeg\" style=\"--brick-image-ratio: 4032 / 3024;\" width=\"4032\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n \n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><div><bazaar-ad labeled=\"true\" position=\"artikkelboard\" /></div><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493325\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-long-word=\"true\" data-theme=\"alfa\" data-title-words=\"6\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:41;\n --_teaser-title-length-percentage:2.44;\n --_teaser-long-word:6.67\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493325\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/advarer-forsikringen-dekker-det-ikke/s/5-104-493325\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"3024\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/8/Slike+drmmer+kan+et+utgtt+pass+sette+en+stopper+for_Foto+Gjensidige.jpg\" data-srcsize=\"480\" data-width=\"4032\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"3024\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/25/8/Slike+drmmer+kan+et+utgtt+pass+sette+en+stopper+for_Foto+Gjensidige.jpg\" style=\"--brick-image-ratio: 4032 / 3024;\" width=\"4032\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-z87nxbh3owf\" role=\"graphics-symbol\">\n <title id=\"title-z87nxbh3owf\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Advarer: ââ  Forsikringen dekker det ikke </span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493285\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"11\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:76;\n --_teaser-title-length-percentage:1.32;\n --_teaser-long-word:10.00\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493285\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/dette-huset-gikk-himmelhoyt-over-takst-dette-salget-er-sardeles-spesielt/s/5-104-493285\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:75%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"4284\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/19/Hus+himmelh%25C3%25B8yt+over+takst.jpeg\" data-srcsize=\"480\" data-width=\"5712\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"4284\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/19/Hus+himmelh%25C3%25B8yt+over+takst.jpeg\" style=\"--brick-image-ratio: 5712 / 4284;\" width=\"5712\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-r4zfvtza4h\" role=\"graphics-symbol\">\n <title id=\"title-r4zfvtza4h\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Dette huset gikk himmelhĂžyt over takst: ââ  Dette salget er sĂŠrdeles spesielt</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493302\" data-premium=\"true\" data-premium-version=\"plus\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image premium \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"6\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:42;\n --_teaser-title-length-percentage:2.38;\n --_teaser-long-word:9.09\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"paywall\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493302\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/rallycross-leander-tok-sin-forste-nm-runde/s/5-104-493302\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:133%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"4032\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/20/Leander.jpeg\" data-srcsize=\"480\" data-width=\"3024\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"4032\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/20/Leander.jpeg\" style=\"--brick-image-ratio: 3024 / 4032;\" width=\"3024\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n <div class=\"premium-overlay\"><div class=\"premium-icon\" style=\"display:flex;\"><brick-pill-v10 brick-component=\"brick-pill\" class=\"brick-c-byScKz\" data-filled=\"true\" data-skin=\"none\" data-version=\"plus\" is-rendered=\"is-rendered\"><brick-icon-v2 brick-component=\"brick-icon\" class=\"brick-c-cHZnbS\" data-icon-id=\"plus\" data-icon-size=\"small\" data-icon-text=\"Artikkelen er for abonnenter\" is-rendered=\"is-rendered\"><div class=\"svg-wrap brick-c-gjncYU\">\n <svg aria-labelledby=\"title-ofqz30kn88\" role=\"graphics-symbol\">\n <title id=\"title-ofqz30kn88\" style=\"display: inline;\">Artikkelen er for abonnenter</title>\n <use href=\"#plus\" />\n </svg>\n </div>\n </brick-icon-v2></brick-pill-v10></div></div>\n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Rallycross: Leander tok sin fĂžrste NM-runde</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22><brick-teaser-v22 brick-component=\"brick-teaser\" class=\"brick-c-hKCSxo brick-c-cPtkKz\" data-has-image=\"true\" data-horizontal-layout-teaser-placement=\"right\" data-id=\"5-104-493272\" data-self=\"brick-teaser\" data-skin=\"none\" data-teaser-type=\"story\" data-theme=\"alfa\" is-rendered=\"is-rendered\">\n <div class=\"b-teaser-container\n \n story themeAlfa has-image \n brick-c-kOPZCG\n brick-c-kVbhBt\n \" data-theme=\"alfa\" data-title-words=\"7\" itemscope=\"itemscope\" itemtype=\"http://schema.org/NewsArticle\" style=\"--_teaser-padding-m:var(--brick-space-teaserYInsetM) var(--brick-space-teaserXInsetM); --_teaser-padding-l:var(--brick-space-teaserYInsetL) var(--brick-space-teaserXInsetL); \n --_teaser-title-length:30;\n --_teaser-title-length-percentage:3.33;\n --_teaser-long-word:16.67\n \">\n \n <meta content=\"teaser\" itemprop=\"adpType\" />\n <meta content=\"free\" itemprop=\"contentModel\" />\n <meta content=\"5-104-493272\" itemprop=\"identifier\" />\n \n \n \n <a class=\"teaser_body brick-c-ffHwOH mirror\" href=\"/et-liv-verdt-a-leve-for-grisen/o/5-104-493272\" itemprop=\"url\" style=\"\">\n \n <div class=\"teaser_image brick-c-cdUKdU\" itemprop=\"teaser_image\">\n <div class=\"imagewrapper brick-c-jLLCWt\" style=\"--_image-padding-top:66%;\">\n <div>\n <brick-image-v6 brick-component=\"brick-image\" class=\"brick-c-dKCgrw\" data-alt-text=\"\" data-height=\"5464\" data-loading=\"lazy\" data-sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" data-src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/15/Helle.jpg\" data-srcsize=\"480\" data-width=\"8192\" is-rendered=\"is-rendered\"><img alt=\"\" class=\"brick-c-cFOWSL\" height=\"5464\" loading=\"lazy\" sizes=\"(min-width: 960px) 680px, (min-width: 769px) 480px, 100vw\" src=\"https://g.acdn.no/api/lumina/backend/ami-medium/ece5/lyng/2026/5/24/15/Helle.jpg\" style=\"--brick-image-ratio: 8192 / 5464;\" width=\"8192\" /></brick-image-v6>\n </div>\n \n <div class=\"overlay_container brick-c-icSZik mirror\" data-theme=\"alfa\">\n \n \n </div>\n </div>\n </div>\n \n \n <div class=\"body\">\n \n \n <div class=\"title_container has-image brick-c-fdsRaE\">\n <h2 class=\"title normal brick-c-JbDTi\" itemprop=\"teaser_title\"><span class=\"titleWrapper brick-c-dyeqpo\">\n <span itemprop=\"headline\"><span itemprop=\"titleText\">Et liv verdt Ă„ leve for grisen</span></span>\n </span></h2>\n </div>\n\n \n </div>\n </a>\n </div>\n</brick-teaser-v22>\n </div>\n <!--googleon: all-->\n \n <!-- AMEDIA-COMPONENT-END -->\n</div></footer>\n\n\n </main>\n\n \n </div>\n\n\n \n <!-- AMEDIA-COMPONENT-START -->\n <footer class=\"brandheader-footer lp_footer\" role=\"contentinfo\">\n <a aria-label=\"GĂ„ til Lyngdals Avis hovedside\" class=\"logo\" href=\"/\">\n <img alt=\"GĂ„ til Lyngdals Avis hovedside\" height=\"66\" loading=\"lazy\" src=\"//assets.acdn.no/local/v3/publications/www.lyngdalsavis.no/gfx/small.svg\" width=\"auto\" />\n </a>\n <ul>\n <li>\n Ansvarlig redaktĂžr:\n <a href=\"mailto:magne.storedal@amedia.no\"> \n Magne Storedal\n </a>\n </li>\n <li>Adresse: Fiboveien 2B, 4580 Lyngdal</li>\n <li>Telefon: 38 34 00 05</li>\n <li><a href=\"mailto:tips@lyngdalsavis.no\">E-post: tips@lyngdalsavis.no</a></li>\n <li><a href=\"https://personvern.amedia.no/\">Personvernpolicy / Informasjonskapsler</a></li>\n <li><a href=\"http://presse.no/Etisk-regelverk/Redaktoerplakaten\">RedaktĂžrplakaten</a></li>\n <li><a href=\"http://www.pfu.no\">PFU</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/presseetiske-retningslinjer-for-lyngdals-avis/s/5-104-447543\">VĂ„r presseetikk</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/rettelogg/s/5-104-447752\">VĂ„r rettelogg</a></li>\n <li><a href=\"https://www.lyngdalsavis.no/om-lyngdals-avis/s/5-104-447549\">Om Lyngdals avis</a></li>\n <li>Utgitt av Lyngdals Avis AS</li>\n <li>\n <a href=\"/vis/annonseinnstillinger\">Personverninnstillinger</a>\n </li>\n </ul>\n <p>Alt innhold og tilhĂžrende data pĂ„ vĂ„re nettsider er underlagt opphavsrett og kan ikke brukes uten samtykke. 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"source_updated_at" : "2026-05-25 08:22:05",
"summary" : "Det tette Lyngdal-samfunnet burde ligge til rette for et inkluderende, lÊrende fellesskap, men pÄ Lyngdal ungdomsskole mottar nÄ hver sjette elev tilrettelagt undervisning - over det dobbelte av hva som er normalen i Norge.",
"tags" : null,
"title" : "Skolerapporten: Hvorfor eksploderer tallene i Lyngdal?",
"twitter_title" : null,
"version" : 1
}