Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed Jan. 9, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 300-330).

The goal of this study is to analyze a number of IEP: s in order to determine how these are constructed for students with read and write difficulties. In order to do so, I am going to analyze some action programs to determine which special educational theory that is the most common, based on the theories of Claes Nilholm. My questions are as follows: How the needs of the students receiving support are described, from a certain theoretical perspective and finally, is there an overall view that can be derived from this. For this study, I used qualitative content analysis when analyzing the IEP: s. The research showed that the most common theory used, describing both different actions and different needs, was the Categorical Perspective. A Perspective which puts the problem within the pupil itself and not as an environmental or social issue. Overall, the Categorical Perspective was also the most common perspective that could be seen throughout the action programs. Does this mean that the Categorical Perspective is generally used within schools? The study shows that there seems to be a semantic mix-up where the authors of action programs sometimes describe special adaptations, not actions, within the action programs, using a Categorical Perspective. Furthermore, there is The Dilemma Perspective that describes when there is a conflict between The Categorical and it´s counterpart, The Critical Perspective. Although this Dilemma Perspective does not show as much in the analysis, One can argue that there is always a dilemma when conflicts over resources arise.

In this paper discourse analysis on the Ethiopian National Action Program (NAP) to combat desertification is made. The aim is to describe how the overall image/picture of desertification, its causes, and effects and of possible solutions are presented in the NAP. The result of this analysis shows that the main cause of desertification is human activities mainly due to the poorly developed socio-economic situation in the dryland areas. It is indicated that an excessive dependency of the rural population on the natural resources, particularly land, is the major cause of land degradation and this deterioration of land is said to have been caused by the rapid population growth, overgrazing, forest clearing as well as past government and institutional failures. In addition it is indicated that the effect of desertification usually involves ecological changes that sap land of its ability to sustain agriculture and human habitation, therefore the most serious threat to human welfare. Desertification diminishes the ability of affected countries to produce food and consequently entail the reduction of regional and global food- producing potential with impacts on world food reserves and food trade. The solution given to mitigate desertification in Ethiopia is that the present strategies are intended to combat desertification, through different action programmes such as improving knowledge on drought and desertification, basic infrastructure, institutional organisations and capacity, awareness and participation as well as empowerment of women. The analysis also shows that priority was given to socio-economical aspect of the country not directly to combat desertification. It is suggested that in order to mitigate the land degradation, promotion of alternative livelihood is necessarily and this is reported to be achieved through industrialisation, rural credit programmes, intensification and diversification of agriculture, building awareness and access to information, enhancement of institutional organisations, participatory natural resource management, encouraging the private sector in involvement in forest development etc. Finally the analysis identifies different discourses, such as the survivalism, anthropocentrism, ecological modernisation, administrative- rationalism, economic rationalism and democratic pragmatism. Likewise the conflict that prevails between the discourses is discussed.

No description available.

This study disaggregates and evaluates conventional community psychology as reflected in both the Community Mental Health and Social Action Models. In so doing, it provides evidence in support of its plea for a radical paradigm shift towards ecosystemic theorising in the field of community psycho logy. It further illustrates that an ecosystemic point of departure would have significant implications for the reformulation of conventional notions of community. It concludes by teasing out some alternative praxis related community psychological formulations. / Psychology / M.A. (Clinical Psychology)

This study disaggregates and evaluates conventional community psychology as reflected in both the Community Mental Health and Social Action Models. In so doing, it provides evidence in support of its plea for a radical paradigm shift towards ecosystemic theorising in the field of community psycho logy. It further illustrates that an ecosystemic point of departure would have significant implications for the reformulation of conventional notions of community. It concludes by teasing out some alternative praxis related community psychological formulations. / Psychology / M.A. (Clinical Psychology)

<p>Syftet med studien är att se hur upprättade åtgärder överensstämmer med resultatet på det nationella provet i svenska i skolår 5, samt att studera vilken typ av åtgärder som nedtecknats. Syftet är också att granska specialpedagogens roll vid arbetet med de elever som inte nådde målen. De teoretiska ramar vi valt för denna studie baserar sig på författares och forskares böcker och forskningsresultat vilka behandlar ovanstående ämne. För att utföra denna studie har vi intervjuat två lärare och två specialpedagoger på två olika skolor och i två olika klasser. I de två klasserna finns tio elever i behov av särskilt stöd. De dokument vi använt oss av är nationella provet i svenska i skolår 5 och åtgärdsprogrammen för dessa elever. Vår studie visar att det finns mycket få brister i överstämmelsen mellan de åtgärder eleverna erhållit och de svårigheter de uppvisat på provet.</p> / <p>The purpose of this study is to examine if actions written down in the action program is consistent with the results pupils reach in the national sample in Swedish in school year 5 and to study what sort of actions teachers write down. The purpose is also to find out what roll the special teacher has in the work with the pupils that did not pass the national sample. The theoretical framework we have chosen for this study is based on the writers and researchers, books and researches which deals with the above topic. To perform this study, we interviewed two teachers and two special educators in two different schools and in two different classes. In the two classes are ten pupils in need of special support. The documents we made use of are the national sample in Swedish in school year 5 and action programs for these pupils. Our study shows that there are very few shortcomings in consistency between the actions the students received and the difficulties they have shown in the sample.</p>

Syftet med studien är att se hur upprättade åtgärder överensstämmer med resultatet på det nationella provet i svenska i skolår 5, samt att studera vilken typ av åtgärder som nedtecknats. Syftet är också att granska specialpedagogens roll vid arbetet med de elever som inte nådde målen. De teoretiska ramar vi valt för denna studie baserar sig på författares och forskares böcker och forskningsresultat vilka behandlar ovanstående ämne. För att utföra denna studie har vi intervjuat två lärare och två specialpedagoger på två olika skolor och i två olika klasser. I de två klasserna finns tio elever i behov av särskilt stöd. De dokument vi använt oss av är nationella provet i svenska i skolår 5 och åtgärdsprogrammen för dessa elever. Vår studie visar att det finns mycket få brister i överstämmelsen mellan de åtgärder eleverna erhållit och de svårigheter de uppvisat på provet. / The purpose of this study is to examine if actions written down in the action program is consistent with the results pupils reach in the national sample in Swedish in school year 5 and to study what sort of actions teachers write down. The purpose is also to find out what roll the special teacher has in the work with the pupils that did not pass the national sample. The theoretical framework we have chosen for this study is based on the writers and researchers, books and researches which deals with the above topic. To perform this study, we interviewed two teachers and two special educators in two different schools and in two different classes. In the two classes are ten pupils in need of special support. The documents we made use of are the national sample in Swedish in school year 5 and action programs for these pupils. Our study shows that there are very few shortcomings in consistency between the actions the students received and the difficulties they have shown in the sample.

Background: The whole of society is facing major challenges regarding the ongoing climate change and the possibility of creating sustainable development. This also largely applies to today's trafficsystem, which needs to change to more sustainable trffic system. Increased active travel is a nescessery for reaching the set goals that exist when it comes to sustainable travel. Increased active travel will lead to more unprotected road users in the trafficsystem, one group of unprotected road users are pedestrians. An increased number of pedestrians in the trafficsystem requires additional efforts to ensure traffic safety for that group. Method: An scoping review is carried out in which police and legislative measures aimed at increasing road safety for pedestrians are evaluated. The purpose of the study is to gain knowledge about what measures the current research proposes to increase traffic safety and to come up with proposals for additional areas where more research is needed. The study builds on two previous literature studies that superficially touched on the subject. Seven scientific articles are taken from these literature studies, a further 13 scientific articles are selected after a literature search. A total of 20 scientific articles that meet the inclusion criteria are included and analyzed. In order to assess whether Swedish authorities implement effective police and legislative measures with the aim of increasing traffic safety for pedestrians, a comparison is made between the measures proposed by the research and the measures that two Swedish authorities, the Swedish Transport Agency and the Swedish Police Agency, present in their documents Aktionsplan för säker vägtrafik 2022–2025 - 250 åtgärder som 33 myndigheter och aktörer avser att vidta för ökad trafiksäkerhet samt Polismyndighetens strategi inom trafiksäkerhetsarbetet. Results: The study shows that targeted police measures aimed at fining individuals who break traffic rules in a certain place during a certain time have a positive effect on pedestrian traffic safety. The focus should be on increasing rule compliance and reducing the number of speed limit violations by motorists, as well as encouraging pedestrians not to walk against red lights. The legislative measures that the scoping review shows have the best effect are lowering the speed limit and car-free zones on stretches of road where many pedestrians are moving. Conclusions: The conclusions that thos scoping review draws are that further research is required in the connection between reduced average speed and the number of traffic accidents which leads to personal injuries to pedestrians, as well as the part of police and legislative measures in different action programs that include several different measures that are implemented together. The police authority is working towards a reduced average speed of motorists through targeted police measures, which is in line with the measures proposed by the existing research in the area. However, there is nothing in the document about targeted police measures against pedestrians in order to increase rule compliance by that group, which is something that the Police Authority is recommended to develop. In the Swedish Transport Agency's action plan for the years 2022-2025, no measures are mentioned to increase pedestrian traffic safety linked to traffic accidents. Only measures to reduce the number of fall injuries are presented. The Swedish Transport Agency is therefore recommended to further develop its action plan and also have it include legislative measures such as reduced speed limits or car-free zones on road sections where many pedestrians move.

In Swedish schools, students have a statutory right to support if the need arises. According to The Education Act, the workflow with support measures can briefly be described as: if needs are noticed, then support measures in the form of additional adjustments must be made. If the additional adjustments are insufficient, the investigation of the needs for special support must be initiated, which may result in the establishment of an action program, that regularly must be followed up and evaluated. Between an external and an internal boundary that is between the Education Act and the school culture a so called Scope for Action (frirum) can be found, according to Berg (2003). Schools’ actor-preparedness (aktörsberedskap), that is prerequisites, affect how the Education Act according to the workflow with support measures is interpreted and put into practice. The purpose of this study is therefore to identify and examine the Scope for Action when it comes to workflow regarding support measures. To do this the perspectives of SENCOs (Special Educational Needs Coordinator) in Upper Secondary Schools will be collected through interviews. Berg’s (2003) Scope for Action Model (frirumsmodell) will be applied and used as a tool for interpretation and explanation of these interviews. Additionally, in the search for and interpretation of ‘frirummet’ Wall’s (2018) study of the Education Act from an administrative law perspective is used. The inquiries are therefore what the workflow in terms of support measures looks like from a special educator’s perspective, what characteristics and consequences of ‘frirummet’ that can be identified and what characterizes the actor-preparedness. The results point to a number of ways of utilizing the scope for Action, for example when it comes to acknowledge and identify needs, define and use of concepts, documentation practice and workflow according to support measures. In the structures and routines described by the SENCOs, expressions of Berg's (2003) actor-preparedness can be discerned to varying degrees. At the same time as the SENCOs' descriptions in many ways point to an aspiration for interprofessional collaboration and collective autonomy, there are also clear traces of specialization and individual autonomy. The question is whether the variation is due to possible ambiguity with associated interpretive space in the Education Act or to the schools actor-preparedness where resources could be a part. The results however show that how The Education Act is set to practice varies not only depending on how detailed the law is but also depending on local interpretations, conditions and decisions. The question of legal certainty therefore arises.