This multiple case study examines organizational processes in two municipalities’ school improvement works with the aim of providing accessible learning environments for all students. Different levels of the Swedish education system share the responsibility for improving schools to provide high-quality education for all learners. Previous research shows that it is a complex task to carry that out in practice. The complexity comes from the fact that different levels and parts of the education system need to be coordinated in solving the assignment, and that it is possible to interpret how to carry out the assignment through performance in practice in a number of different ways. The aim of this study is to examine and create knowledge about organizational processes in school improvement for accessible learning environments that bring multiple schools together. The theoretical approach has been organization from a constructivist perspective where organization is seen as a constant doing. Theories about sensemaking, organizational learning as well as governance and management have provided a theoretical framework. Questions about what happens in organizational processes when coordinating the development work of several schools’ joint activities and what opportunities and challenges can be brought up in the organizing have been guiding. Documents from the two municipalities’ school improvement works have been analyzed and actors within the school systems have been interviewed on the basis of themes. The findings showed that school improvement for accessible learning environments is an ongoing dynamic activity that cannot be seen as a linear process with a beginning and an end. The findings also showed that sensemaking about what accessible learning environments can be and how it can be created is ongoing and based on each person´s previous experience but also generates in organizational learning. It was apparent that leaders cannot control and manage how the schools perceive or carry out the assignment in practice, but they can create a common framework. Leaders together with employees, students and others within and outside the school system could meet within that common framework, to collaborate and jointly explore and create future initiatives based on each other's experiences in the work of creating a school for all. These meetings could provide the conditions for responsive decision-making.

The subject of this thesis is design of engineering documentation for senior people's home in Třebíč. The building has four levels where the first is based in underground. Basement provides spaces for technological support. The first floor and the second floor consist of residential units and have almost identical layout. On the top floor are management offices and service offices for residents, such is doctor, dentist, therapist or even hairdresser. Documentation also includes architectural concept.

The topic of my thesis is the design of a kindergarten in Rajhrad. The building is one storey with a flat roof. In the middle of the building there are technical facilities, a kitchen, a director's office and facilities for staff. On the sides there are classrooms with bathrooms and cloakrooms. The load-bearing masonry is designed of Heluz ceramic blocks. The perimeter masonry is insulated with the ETICS contact insulation system. The roof structure is made of prefabricated floor slabs SPIROLL. The building is covered by a green flat roof. The building will be heated by a gas condensing boiler. It will have an air handling unit located on the roof along with photovoltaic panels. Intelligent LED lighting will be deployed throughout the building. The third part deals with the comparison between masonry construction and the more environmentally friendly clay construction. Specifically, it compares the CO2 production of masonry and clay construction of the same building using the SBToolCZ methodology. The results obtained showed that the clay building produces approximately 30% less CO2 than the masonry building. I created my thesis using ArchiCAD and DEKsoft software.

This work deals with handicapped users' issues caused by limitations of their handicap and their ability of reading and text understanding. It reports on a summary of basic rules of accessible web pages' creation. It also introduces a solution with help of automatic transformation of inaccessible web pages to their accessible version.

Most buildings are built accessible but they often just becomes a tool for admiration. Slap a ramp on to a building and you're seen as inspirational and inclusive, but he actual usefulness becomes lost in admiration. Even less accessible is buildings built for person who’s neurodivergent, an umbrella-term for autism, ADHD, dyslexia and similar cognitive disabilities. Neurodiversity has been know for 30 years but we know just as much now, as then, about architecture and neurodiversity. Physical disabilities is and are possible to measure and create guidelines for, but not neurodiversity. Neurodiversity is a wide umbrella term on a spectrum of disorders that can not yet fully be measured.  The traditional top down approach to accessible design has never worked and will never work for neurodiversity. A new approach is necessary. The last few years hints towards a new view from the disability community,- “If you fell like you’re disabled, you are disabled”. What if we looked at the design process from that view, that the building itself can create disabilities?  What if we created buildings not to be admired, but buildings that admier the user? More at Thedisabledarchitect.com

This thesis is a part of Master Degree within the field of Special Education at Malmö University. The purpose of the research is to elucidate how the supportive material Assessment Tool for Accessible Education of the Swedish National Agency of Special Needs Educations and Schools is being used by educational institutions in Sweden and how it contributes to the change in the learning environment among preschools and schools. The reading provides valuable knowledge for how the agency can develop their support to educational institutions, as well as for the actors of the field to make the learning environment accessible to the students. The study looks at similarities and differences between the inclusive learning environments based on previous research, and the accessible learning environment based on Assessment Tool for Accessible Education. A lot of similarities can be found in the pedagogic and social aspects, while the differences become prominent in aspects of the physical environment which can only be found in accessible learning environments. Further, pros and cons of supporting individual needs in relation to the learning environment are discussed and what consequences it may give rise to for disabled students. Research questions are as follow; Does the Assessment Tool for Accessible Education contribute to a change in the learning environment? What developing processes contribute to the change? How should institutions be supported in order to develop the accessible learning environment?Mixed methods have been used for collection of data; a poll was answered by 425 people and interviews were held with nine focus groups from four different institutions, including one group of students. The theoretical frame of the analysis follows the organization theory; learning organization and rational-analytic, interactional, and political perspective. The empiric has been worked through thematically and is presented in a chronological order from when people first came in touch with Assessment Tool for Accessible Education, how the work has been implemented and processed at the institutions, and a description of what changes has been processed and its effects upon the learning environment. Obstacles and factors of success experienced by the respondents as well as the need of support for development are also presented. The results of the research show that the assessment tools contribute to a change in how the pedagogues approach the knowledge of how the learning and development of the students is affected by the learning environment when organizational development exists within the institution. Development launches when structural and cultural conditions exist and are processed which in turn leads to development of the learning organization. The research looks at the consequences when these conditions are lacking. Further, when good conditions exist the learning environments develop. The research shows changes that have been processed through the physical, pedagogic, and social environment. Also, all students receive a higher level of accessibility than disabled students. The conclusion is that the Assessment Tool for Accessible Education contributes to a higher level of knowledge regarding the significance of the learning environment which implies changes, provided that organizational development exists within the institution. Keywords: Accessible Learning Environment, Disabilities, Inclusive Learning Environments, Learning Organization, Organization theory, Process

Titel: ”Tillgång är att synas och finnas tillgänglig” - En kvalitativ studie om hur yrkesverksamma skolkuratorer arbetar för att säkerställa att eleverna har tillgång till en skolkurator Författare: Irvina Bajramovic och Frida Bloom  Syftet med studien var att undersöka hur yrkesverksamma skolkuratorer inom grundskolan arbetar för att säkerställa att eleverna har tillgång till en skolkurator. För att besvara studiens syfte har en kvalitativ metod tillämpats och sju semistrukturerade intervjuer har genomförts med skolkuratorer som arbetar i kommunala grundskolor i västra Sverige. Det insamlade materialet har tolkats och analyserats utifrån begreppen formell och informell organisation samt handlingsutrymme. Resultatet visade att skollagens (SFS 2010:800) formulering gällande elevernas tillgång till en skolkurator ger ett stort tolkningsutrymme och därmed att elevernas tillgång till en skolkurator kan se olika ut. Vidare framkom att utformningen av skolkuratorns tjänst påverkas av hur rektorn väljer att tolka den aktuella lagen. Inom de ramar som skolkuratorerna ges har de dock stor frihet att själva utforma sitt arbete för att vara tillgängliga. Resultatet visade även att skolkuratorerna arbetade med att vistas bland elever för att skapa tillitsfulla relationer med eleverna och därmed vara mer tillgängliga och öka chansen att de självmant söker hjälp hos skolkuratorn. Sammanfattningsvis visade studiens resultat att skolkuratorer inte alltid kan garantera att alla elever får det stöd som de är i behov av. / Titel: ”Access is to be visible and accessible” - A qualitative study about how school counselors work to ensure that students have access to a school counselor Authors: Irvina Bajramovic och Frida Bloom The aim of the study has been to investigate how school counselors work to ensure that students have access to a school counselor. To attain the aim of the study, a qualitative method has been used and seven semi-structured interviews have been conducted with school counselors who work at municipal elementary schools in the west part of Sweden. The collected material has been interpreted and analyzed from the perspective of the terms formal and informal organization, as well as discretion. The result showed that the wording of the Swedish school law (SFS 2010:800) regarding students’ access to a school counselor leaves a big room for interpretation, which makes students’ access to a school counselor vary a lot. Moreover, it showed that the school counselors’ employments to a large extent are affected by the principals’ interpretation of the law. To continue, the result showed that school counselors make sure to be present among the students to create trustful relationships, and thereby be more accessible and increase the likelihood that the students voluntarily seek support at the school counselor. To summarize, the study showed that school counselors cannot always guarantee that all students get the support that they need.

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Syftet med vår kvalitativa studie är att undersöka några förskollärares resonemang kring arbetet med lärmiljöers utformning, samt studera lärmiljöer ur ett tillgänglighetsperspektiv. Genom semi-strukturerade intervjuer med verksamma pedagoger och observationer på deras respektive avdelningar kunde datamaterial samlas in. Detta material har vidare analyserats med hjälp av tematisk analys och de valda teoretiska perspektiven – systemteoretisk perspektiv och The Theory of Affordances. Det som framkommit av det analyserade datamaterialet är att struktur både kan gynna och hämma barns handlingsmöjligheter i lärmiljöerna. Ur ett systemteoretiskt perspektiv påverkar miljön barnen som vistas i den. Tillgängligheten bör anpassas efter de barn som vistas i lärmiljöerna, vilket i sin tur ska ge barn en känsla av självtillit. Däremot kan pedagoger, genom sin barnsyn och sitt sätt att utforma lärmiljöerna, sänka barns självförtroende om inte kraven balanseras. Lärmiljöers tillgänglighet kan påverka barns kreativitet beroende på vad för material och hur materialet erbjuds och presenteras. Därmed spelar det roll i vilken utsträckning förskolorna får ekonomiska resurser för att köpa in material, men även investera i kompetensutveckling för pedagogerna. Kompetensen kring specialpedagogik och inkluderingsarbetet är av största vikt i utformningen av tillgängliga pedagogiska lärmiljöer, då barnen enligt lag och riktlinjer har rätt till en tillgänglig och god lärmiljö. Vi har kunnat identifiera att flertalet förskolor använder sig av pedagogisk dokumentation som en strategi för att kartlägga barns individuella behov och de handlingsmöjligheter som lärmiljöerna erbjuder, för att kunna justera lärmiljön på det mest optimala viset för barngruppen. Dock sker inte detta på ett systematiskt sätt, utan en enda förskola arbetar kontinuerligt med att reflektera över lärmiljön och göra justeringar i utformningen då arbetet med lärmiljöer enligt forskning bör vara föränderlig. Slutligen har vi kunnat studera att tydliggörande pedagogik är en strategi som används på samtliga förskolor på ett eller annat sätt och att det krävs mer forskning om bildstöd i förskolan, då det är ett outforskat område. Många barn är inskrivna i förskolan idag och det ställs höga krav på förskolepedagoger i förskolan idag att möta varje barns unika behov, men det krävs även att resurser och kunskap går i linje med de kriterierna.

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