Texas houses the largest number of school-aged individuals with intellectual disabilities in state-administered institutions than any other state in the nation. Despite current conditions of legal and procedural constraints on such placements, the number of admissions of school-aged individuals has been increasing in recent years. Prior to conducting this study, a review of literature was completed, which provided an historical overview of the care for people with intellectual disabilities, the damaging effects of institutionalization in all areas of child development, and the reasons for placement of children with intellectual disabilities in institutions was completed. The purpose of the study was to gain an understanding of the decision-making processes involved in the placement of individuals under the age of 22 in Texas state supported living centers and the community services determined as necessary. Surveys were distributed to five groups of individuals who are typically involved in the decision-making process: parents of current residents under age 22 of state supported living centers, Local Authority interdisciplinary team members, local Community Resource Coordination Group interagency members, local County Judges, and the Directors of the state supported living centers. A sixth group surveyed included parents who sought placement for their child in the institution, but accepted Medicaid waiver-funded community-based services instead. Although the families expressed a strong commitment to keep their family member at home as long as possible, the results indicate that the Local Authority for intellectual disability services influences the majority of families' decisions to place their child in the institution as well as a severe lack of appropriate, adequate and accessible community-based services to meet the needs of families. Both parent groups rated improved public school and personal attendant services as the most necessary for the prevention of out-of-home placement. The availability of behavior supports and respite services were viewed by both the parents and the professionals as important in preventing out-of-home placement. / text

The intention of this study is to describe some pedagogue`s expectations of the strategies, methods and approach the work from when it comes whit mentally retarded pupils and how thet plan their education. The study is based on four half stuctured interviewswhit very experienced pedagogues that work in a compulsory school for children with intellectual disabilities. The four interviews are recorded and adapted. To analyse and expound the data collection, a socio-cultural approach was used. The conclusion of my study was that the pedagogues who work in compulsory school fpr choldren with intellectual didabilities proceed from pupil`s level of development and pupils preundersrandning to consolidate new knowledge. The pedagogues attach particular importance in detailed planning so the education will be clear and structuralized. Communication, pictures and technical equipment are the tools that are used for the knowledge development of the pupils int the compulsory school for children with intellectual disabilities. With a socio-cultural view on teaching the pedagogues work with knowledge development. The teaching occurs during interaction with others. Group education is an aspiration of the pedagogues.

A growing disparity between the mental health needs of children and their lack of treatment served as the basis of this study. To address this existent gap, I proposed that child-centered play therapy (CCPT), a holistic treatment that fosters children's emotional, developmental, and social growth would serve as a viable treatment. The purpose of this study was to examine the effect of CCPT on problem behaviors among children identified with an intellectual disability. Specifically, a single case, A-B-A design (N = 2) was used to examine changes in participant's problem behaviors as measured on the Aberrant Behavior Checklist (ABC) across conditions. Trained raters used the ABC to rate participant's problem behaviors 3 times per week during the course of this study. Participants completed 2 weeks of a no-intervention phase, 5 weeks of play therapy 3 times per week, and 2 weeks of a no-intervention maintenance phase. Additionally, participants were administered the Gesell Developmental Observation to assess their maturational age during the baseline and maintenance phases. Parents also completed the ABC during two intervals: baseline phase, and maintenance phase. Analysis of results indicated that problem behaviors decreased for both participants. Results from the percent of non-overlapping data (PND), an indice for effect size further revealed that play therapy was a very effective treatment for participants. Follow-up interviews suggested that play therapy is a viable intervention for children with intellectual disabilities and problem behaviors. Clinical observations and implications for future research are presented.

I läroplanerna för grund- och grundsärskolan står att läsa om skolans uppdrag att låta varje elev finna sin unika egenart för att aktivt kunna ta del i samhället. Många lärare inom och utom särskolan bär på frågan om hur de ska möta elever med utvecklingsstörning på bästa sätt. Utifrån syftet att undersöka hur elever med utvecklingsstörning uttrycker sig kring bilden av sig själva och hur de ser på sina möjligheter att verka i samhället, samt genom arbetets frågeställning, söks efter hur elever med utvecklingsstörning beskriver bilden av sig själva och sig själva i relation till sin egen utvecklingsstörning, hur de beskriver samhällets syn på gruppen utvecklingsstörda samt hur de beskriver sin framtid som samhällsmedlemmar. Goffmans stigma-teori, tillsammans med Anonowskys KASAM, används som arbetets teoretiska ramverk.   Självbilden, hur du ser på och värderar dig själv, står i nära samklang med samtidens syn på människa och samhälle. Dels formas bilden av dig själv genom reflektion över det egna jaget, dels genom interaktion med omgivningen. Vi har alla olika förutsättningar med oss in i livet som underlättar eller försvårar processen att bygga en självbild som är hållbar och ger en rättvis spegling av vår identitet. En sådan förutsättning är att ha en intellektuell funktionsnedsättning, en utvecklingsstörning. Samhällets syn på personer med utvecklingsstörning har varierat genom tiderna. Uttryck som ”sinnesslö”, ”bildbar” och ”obildbar” säger mycket om hur en tidigare samtid såg på funktionsnedsättningen. Idag förs diskussioner kring begreppet ”utvecklingsstörning”, vilka värderingar som ligger bakom och vad begreppet signalerar i ett samhällsperspektiv.   Denna fallstudie bygger på en kvalitativ metod som gett möjlighet att lyfta fram nyanser, samband och underliggande värderingar. Via semistrukturerade intervjuer beskriver fyra respondenter från gymnasiesärskolan synen på sig själva och andra. Den hermeneutiska ansatsen innebär tolkning och förståelse av beskrivningar av självbild och hur den formats i skolkontexten.   Särskoleklassen beskrivs som en trygg plats för lärande och byggande av vänskapsrelationer, en plats för tillhörighet och sammanhang. Tydligt blir ändå att alla fyra respondenter är medvetna om den samhälleliga stigmatisering som funktionsnedsättningen utvecklingsstörning bär på. Samtidigt är det en ljus framtidsyn, ett vanliggörande, som målas upp av respondenterna där banden till föräldrar blir allt vagare och där önskan finns om en egen bostad, familj, barn och arbete.

Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.

Many children with life-limiting health conditions in pediatric palliative care have cognitive impairments or intellectual disabilities (ID). They are confronted with their own death and need adapted psychosocial support. The assumption that children with ID might not understand death and dying can lead to limited support. Little is known about psychosocial support in pediatric palliative care around death, dying, and grief for this population. The study aimed to capture professionals' experiences in supporting children with ID in pediatric palliative care around topics of death, dying, and grief. Seven professionals who worked in pediatric palliative care in Germany were interviewed utilizing a qualitative research approach with semi-structured interviews. Inductive thematic analysis was used, and three major themes were identified: Communication about death and dying involves both verbal and non-verbal means, Child-centered interventions are employed to enhance the child's well-being, and Personal factors of involved individuals influence the support provision. The provided support was highly individualized to children's needs. Communication difficulties were identified as a challenge for professionals when providing psychosocial support for children with ID. Children's health condition and functioning, parents' beliefs, and professionals' attitudes towards ID and uncertainty about children's needs were identified as crucial factors influencing support provision for children with ID. The need for further research was highlighted.

O objetivo desta pesquisa é avaliar os efeitos de um programa de desenvolvimento de competências para o ensino, em profissionais de Educação Física que atuam na educação de crianças com deficiência intelectual. Trata-se de competências essenciais que esses profissionais devem demonstrar no processo de inclusão e de garantia de permanência dessas crianças no contexto escolar. Esta pesquisa teve como participantes 40 (quarenta) professores de Educação Física, lotados na Superintendência Regional de Educação Estadual SRE, localizada em um município da região sul do Estado de Minas Gerais, e que atuam nas escolas públicas estaduais. Os 40 (quarenta) professores de Educação Física referidos foram escolhidos aleatoriamente pelo pesquisador principal, constituindo o denominado grupo experimental, ou seja, aqueles profissionais que freqüentaram, efetivamente, as sessões do programa de desenvolvimento de competências. Estes participantes da pesquisa foram acompanhados e avaliados durante o programa instrucional. Foi empregado um delineamento de pesquisa estatística do tipo pré-teste e pós-teste, aplicados no início e ao final do programa para se verificar o nível de entrada ou de competências (conhecimento, habilidades e atitudes). Esta metodologia agrega técnicas de ações planejadas e orientadas de intervenção em situações educacionais e tem sido aproveitada como instrumento para a aplicação, implantação e implementação de programas e projetos de políticas públicas em educação continuada. Níveis de eficácia foram obtidos por sistemas de avaliação instrucional individualizada. Os resultados da pesquisa apontam que a mediana das notas no pré-teste foi de (7,5) pontos no pós-teste de (8,8) pontos, sendo detectada diferença significativa (Z= 4,641, p = 0,00) entre elas. A nota no pós-teste foi estatisticamente maior quando comparada à nota do pré-teste e, portanto houve ganho de competências pelos participantes, em função do treinamento docente realizado. Na análise dos resultados foi observado somente um outlier no pós-teste, o que evidência a existência de um único individuo destoante do grupo. Os resultados sugerem também a necessidade de implementação de um plano diretor de Mapeamento de Competências na proposição de ações de políticas públicas em educação continuada para os profissionais de Educação Física e de outros que atuam na educação de crianças com necessidades educacionais especiais. / This study aimed to evaluate the effects of a program to develop skills for teaching in Physical Education professionals working in education for children with Intellectual Disabilities. Besides the essential skills, these professionals must demonstrate the process of inclusion and ensure the continuation of these children in the school context. This research had as participants 40 (forty) physical education teachers, put at the Regional Superintendent of Education State - SRE, located in a município in southern Minas Gerais state, and working in public schools. The forty (40) physical education teachers were randomly referred to by the principal, and is called the experimental group, ie, those professionals who attended, in fact, the sessions of the development skills program. These participants were monitored and evaluated during the instructional program. A research design statistics of the type pre-test and post-test was used applied at the beginning and the end of the program at the same time to verify the entry level or competence (knowledge, skills and attitudes). This methodology combines planned techniques, targeted intervention in educational situations and has been exploited as a tool for application deployment and implementation of programs and projects of public policy on continuing education. Levels of effectiveness were obtained by systems of individualized instructional evaluation. The survey results indicate that the median of the notes in the pretest was (7.5) points in the post-test (8.8) points, and detected a significant difference (Z = 4.641, p = 0,00) between them. The grade in the post-test was statistically higher when compared to the grade in the pre-test, and therefore the participants obtained skills, due to the conducted teacher training. In the analysis of results only one "outlier" in the post-test was observed, which demonstrates the existence of a single individual discordant group. The results also suggest the need to implement a master plan for mapping skills in proposing public policy actions in continuing education for professionals in physical education and others working in the education of children with special educational needs.

O objetivo desta pesquisa é avaliar os efeitos de um programa de desenvolvimento de competências para o ensino, em profissionais de Educação Física que atuam na educação de crianças com deficiência intelectual. Trata-se de competências essenciais que esses profissionais devem demonstrar no processo de inclusão e de garantia de permanência dessas crianças no contexto escolar. Esta pesquisa teve como participantes 40 (quarenta) professores de Educação Física, lotados na Superintendência Regional de Educação Estadual SRE, localizada em um município da região sul do Estado de Minas Gerais, e que atuam nas escolas públicas estaduais. Os 40 (quarenta) professores de Educação Física referidos foram escolhidos aleatoriamente pelo pesquisador principal, constituindo o denominado grupo experimental, ou seja, aqueles profissionais que freqüentaram, efetivamente, as sessões do programa de desenvolvimento de competências. Estes participantes da pesquisa foram acompanhados e avaliados durante o programa instrucional. Foi empregado um delineamento de pesquisa estatística do tipo pré-teste e pós-teste, aplicados no início e ao final do programa para se verificar o nível de entrada ou de competências (conhecimento, habilidades e atitudes). Esta metodologia agrega técnicas de ações planejadas e orientadas de intervenção em situações educacionais e tem sido aproveitada como instrumento para a aplicação, implantação e implementação de programas e projetos de políticas públicas em educação continuada. Níveis de eficácia foram obtidos por sistemas de avaliação instrucional individualizada. Os resultados da pesquisa apontam que a mediana das notas no pré-teste foi de (7,5) pontos no pós-teste de (8,8) pontos, sendo detectada diferença significativa (Z= 4,641, p = 0,00) entre elas. A nota no pós-teste foi estatisticamente maior quando comparada à nota do pré-teste e, portanto houve ganho de competências pelos participantes, em função do treinamento docente realizado. Na análise dos resultados foi observado somente um outlier no pós-teste, o que evidência a existência de um único individuo destoante do grupo. Os resultados sugerem também a necessidade de implementação de um plano diretor de Mapeamento de Competências na proposição de ações de políticas públicas em educação continuada para os profissionais de Educação Física e de outros que atuam na educação de crianças com necessidades educacionais especiais. / This study aimed to evaluate the effects of a program to develop skills for teaching in Physical Education professionals working in education for children with Intellectual Disabilities. Besides the essential skills, these professionals must demonstrate the process of inclusion and ensure the continuation of these children in the school context. This research had as participants 40 (forty) physical education teachers, put at the Regional Superintendent of Education State - SRE, located in a município in southern Minas Gerais state, and working in public schools. The forty (40) physical education teachers were randomly referred to by the principal, and is called the experimental group, ie, those professionals who attended, in fact, the sessions of the development skills program. These participants were monitored and evaluated during the instructional program. A research design statistics of the type pre-test and post-test was used applied at the beginning and the end of the program at the same time to verify the entry level or competence (knowledge, skills and attitudes). This methodology combines planned techniques, targeted intervention in educational situations and has been exploited as a tool for application deployment and implementation of programs and projects of public policy on continuing education. Levels of effectiveness were obtained by systems of individualized instructional evaluation. The survey results indicate that the median of the notes in the pretest was (7.5) points in the post-test (8.8) points, and detected a significant difference (Z = 4.641, p = 0,00) between them. The grade in the post-test was statistically higher when compared to the grade in the pre-test, and therefore the participants obtained skills, due to the conducted teacher training. In the analysis of results only one "outlier" in the post-test was observed, which demonstrates the existence of a single individual discordant group. The results also suggest the need to implement a master plan for mapping skills in proposing public policy actions in continuing education for professionals in physical education and others working in the education of children with special educational needs.

Det är som lärare i grundsärskolan och som blivande speciallärare en utmaning att få alla elever att känna sig delaktiga i sitt lärande och sin lärprocess samt att ge eleverna inflytande över sin utbildning. Att synliggöra kunskapsmålen i undervisningen så det blir betydelsefullt och begripligt är en aktuell fråga i arbetet med grundsärskoleelever.  Syftet med studien är att bidra med kunskap om undervisning i grundsärskolan genom att studera några speciallärares upplevelser av elevernas lärprocess och måluppfyllelse. Studien utgår då från en fenomenologisk ansats. Våra frågeställningar är vilka faktorer som påverkar elevers måluppfyllelse? Hur synliggör lärare elevers kunskapsmål för eleven? Hur gör lärare för att elever ska bli delaktiga i sin lärprocess?  För insamling av empirin användes kvalitativa metoder genom observationer och intervjuer. Studien är analyserad utifrån ett salutogent perspektiv och som teori har KASAM, Känsla Av SAMmanhang använts (Antonovsky, 2005). KASAM handlar i undervisningssammanhang om att eleven ska känna begriplighet, hanterbarhet och meningsfullhet i sin lärprocess och sitt lärande. Studiens resultat visar att när elevernas mål ska synliggöras och de ska bli delaktiga i sina lärprocesser är tydlighet en framgångsfaktor. Även att som lärare vara bekräftande, uppmuntrande och att få eleverna aktiva är faktorer som påverkar positivt. Lärarna visualiserar målen på olika sätt men det har inte framkommit att de genomgående använder någon specifik modell eller metod samt om de visualiserade målen är begripliga och hanterbara. I intervjuerna påtalar flera av lärarna att de vill ha ett system eller en modell för att kunna få eleverna mer delaktiga i sina lärprocesser och i sina kunskapsmål samt som stöd för bedömning. / As a teacher in Compulsory school for children with intellectual disabilities and as a future special teacher, it is a challenge to make all students involved in their learning and their learning process and to give the students influence over their education. Making the knowledge goals visible so it becomes meaningful and understandable is a current issue in the work with special school students. The purpose of the study is to contribute with knowledge about teaching in Compulsory school for children with intellectual disabilities by studying some special teachers' experiences of the students' learning process and goal fulfillment. Our question statements are what factors affect students' goal fulfillment? How do teachers make knowledge goals visible to students? How do teachers get students involved in their learning process? The study has a phenomenological approach, qualitative methods were used through observations and interviews. The study is analyzed from a salutogenic perspective and as a theory, SOC, Sense of Coherence has been used (Antonovsky, 2005). In a teaching context, SOC is about the student feeling comprehensibility, manageability and meaningfulness in their learning process and learning. The results of the study show that clarity when it comes to making goals visible and making students involved in their learning processes is a success factor. As a teacher, being affirmative, encouraging and getting students active are also factors that have a positive effect. The teachers visualize the goals in different ways, but it has not emerged that they consistently use any specific model or method and whether the visualized goals are comprehensible and manageable. Several of the teachers says in the interviews that they want a system or a model to use to get the students more involved in their learning process and in their knowledge goals.

Syftet med denna studie är att synliggöra hur studenter, i speciallärarutbildningen med inriktning utvecklingsstörning, upplever handledningen under sin VFU. Dessutom syftar studien till att få en bild av hur yrkesverksamma speciallärare, i särskolan, ser på samarbetet med högskolan samt få deras syn på handledning av blivande speciallärare. Som metod har en enkätstudie med blivande speciallärare och en intervjustudie med fem verksamma speciallärare på särskolan genomförts. Analysförfarandet utgår från hermeneutisk fenomenologisk ansats med fokus på relationell pedagogik. Analysen utgår från frågorna hur och vad studenterna och intervjupersonerna säger om handledning och samarbete.Resultatet visar att tid till reflektion och bemötande är två viktiga faktorer i handledning. Det har också framkommit att samarbetet kan utvecklas genom att högskolan ger tydligare direktiv gällande mål för studenters VFU och att högskolan får tillgång att forska i skolans verksamhet. Speciallärarna i verksamheten vill få ta del av ny forskning och fortbildning i ett samarbete. Kunskap om speciallärarprofessionen är viktig och när det gäller studenter som läser till speciallärare med inriktning utvecklingsstörning är fördjupade kunskaper om barn på tidig utvecklingsnivå något som behöver utvecklas. En ny yrkesprofession, nämligen förstelärare, är en grupp som eventuellt skulle kunna ha handledning som del i uppdraget, eftersom tre av fem intervjupersoner redan har det uppdraget och är dessutom intresserade av att handleda studenter.Det finns potentiella utvecklingsområden inom VFU i speciallärarutbildningen, inriktning utvecklingsstörning, där kunskap från denna studie kan bidra med att höja kvalitén på VFU:n i speciallärarutbildningen samt att utveckla och sprida kunskap om handledning i VFU, det vill säga hur yrkesteoretisk handledning som studenten möter på sin VFU bör se ut, såväl som vikten av samarbete mellan högskola och särskola. Mer forskning behövs. / The purpose of this study is to make visible how the students, in the special education teacher training program, focusing on intellectual disability, and experience supervision during their “working integration learning” (WIL). In addition, the study aims to get a picture of cooperation between the University and supervising teachers in school for children with intellectual disabilities as well as their views on the supervising of students. The methods employed were a questionnaire with the preparing special education teachers and interviews with five special education teachers at the school who took responsibility for supervision. The analysis upon the theoretical traditions of hermeneutist phenomenology with focus on relational pedagogy with an emphasis on what students and interviewed teachers say about supervision and cooperation.The results show that more time for reflection and a good treatment from the supervisor are two important factors in supervising preparing special educators. It also emerged that cooperation can be improved if the university provides clearer direction regarding goals for the students during WIL and the university provides access for prospective teachers to do research for science lessons. Special education teachers in the school for children with intellectual disabilities want to explore new research and training in a new partnership. Knowledge of the special education teaching profession is important and when it comes to students studying special education with an emphasis in intellectual disabilities, they need to acquire a deeper knowledge of children at early stages of development. An emerging position in schools is the head teacher or “first” teacher who might have supervision of preparing teachers assigned as a part of their job description. Three of the five teachers interviewed have supervision as a part of their work assignment and are interested in supervising preparing students.There are potential growth areas within the special education teachers regarding WIL, focusing children with intellectual disabilities, where the knowledge from this study may help to raise the quality of the WIL, and to develop and disseminate knowledge about supervision in the WIL as well as the importance of cooperation between universities and special schools. More research needs.