The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students. Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations. Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.

Syftet med studien är att undersöka samband som visas tydligt hos elever i både matematiksvårigheter samt fonologiska svårigheter. Studien har genomförts på elever i årskurs 7 som uppvisat matematiska såväl som fonologiska svårigheter. Resultatet baseras på en filmad observation där eleverna fått lösa ett urval uppgifter konstruerade utifrån svårigheter gällande grundläggande taluppfattning och aritmetik. Elever med fonologiska svårigheter såväl som bristande arbetsminne visar sig ha svårigheter när det gäller att automatisera tabellkunskap såväl som utföra beräkningar gällande de fyra räknesätten. / The purpose of the study is to research what correlation is apparent in students with both mathematical and phonological difficulties. The study has been conducted with 7th grade students who have shown both mathematical and phonological difficulties. The result is based on a filmed observation where the students solved a selection of tasks constructed based on problems with basic number sense and arithmetic. Students with phonological difficulties as well as inadequate working memory are showing problems when it comes to automated knowledge of the multiplication table as well as performing calculations concerning arithmetic.

This thesis uses an evaluation of a course based on a Rogerian approach to education to challenge the efficacy of the normative/behaviourist approach, which has been used to train adults labelled as having learning difficulties. Unlike behaviourist approaches, Rogers' work seeks to empower students to become self-directed learners and claims to teach them how to become their own behaviour change agents. The research questions focused fIrstly on whether it was possible to use genumess, acceptance and empathic understanding to build the 'climate of trust' that Rogers claimed facilitates student learning (Rogers, 1983: 18) and secondly on the learning that took place in such a 'climate.' Primary data were gathered usmg participant-observation, written records and tape recordings throughout the two-year action-research programme. The evaluation took place post hoc. The evidence demonstrates that the adoption of Rogerian principles to develop the skills of communication, decision-making and self-evaluation generated a 'climate of trust' in which student learning and 'trust' became mutually reinforcing. Evidence from the second year, in the form of case studies, showed how different each individual student was, how their talents and needs varied and how they developed increased self-esteem and self-confidence. However, the Rogerian approach was not implemented without problems. His beliefs about genuineness, acceptance and empathic understanding do not recognise that the source of genuineness is the tutor's subjective values, whilst empathy requires an imaginative leap to grasp the students' subjective meaning. The tutor may well have to face dilemmas where her personal values are in conflict with her empathic understanding of her students' perspectives. Conflicts also arose between the needs of individual students and the needs of the group as a whole. Furthermore, Rogers' work largely ignores the pedagogic skills required of the tutor. In advocating breaking down the 'us and them' divide between tutor and taught, he ignores the problem of establishing a structure of legitimate authority. This was resolved by establishing a form of democratic decision making as a radical alternative to the praise/blame culture of the traditional classroom. Rogers' ideas may be utilised by tutors in ways that help students labelled as having learning difficulties drop the 'defensive strategies' (Goffinan, 1968:44) and 'facades' (Rogers, 1983:24) associated with stigma and 'spoiled identity.' The importance of 'critical events' (Woods, 1993:3) as turning points for learning following the building of trust, is highlighted. Several incidents highlighted the problems that arise for tutors who lack background knowledge of students' involvement with other professionals. This has led to unresolved issues and hence to a recommendation for more research into the potential for greater team-work. The Rogerian approach is not a formula. It engenders a climate of mutual respect where trust can grow. It is recommended to tutors working with adults labelled as having learning difficulties as it empowers them to direct their own learning and to become their own behaviour change agents.

Therapeutic and support services provision for children with dual intellectual disability and emotional and/or behavioural difficulties was evaluated in the present study. The participants were parents of children with dual disabilities, aged between 5 and 12 and attending mainstream schools in Christchurch, New Zealand, and managers of service providers for the target group. Parents and service managers partook in semi-structured interviews designed to obtain information about patterns of service provision. The results of the present study indicate that parents and managers had similar perceptions of the extent to which services in Christchurch currently met the needs of the target children and families. Additionally, the study functioned as a pilot of the design and methods for a potential future project; therefore parent participants also completed two checklists estimating their child’s adaptive functioning and the type and severity of their emotional and/or behavioural difficulties.

Thesis (M. Ed.) -- University of Limpopo, 2016 / This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers. This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews. KEY WORDS Reading, Writing, Difficulties, Strategies, Constraints, Improve

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