The purpose of this investigation is to shed a light upon the pedagogues perception concerning individual work method in children group where children require different types of support. The study has two inquiries, how does pedagogues rationalize when it comes to individual based operations and how do pedagogues work to meet the needs of children i reality. The study’s theoretical frame of reference consists of the socio-cultural and relational perspective. The result of this study shows the importance of six different factors for adaptation of an operation to meet the children's need. Planning and mapping, working in groups, retrofitting of the physical and social environment for the children with special needs, the weight of a good relationship, communication as the key to adaptation of the operation to meet the needs of the children. The final results show that the pedagogues perception of a individual based approach as a good method to work from in kindergarten/preschool operations. The result shows that pedagogues believe that children’s diverseness as a contributing factor for learning and developing new knowledge.

Orientador: Ana Luiza Bustamante Smolka / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-11-07T14:58:25Z (GMT). No. of bitstreams: 1 Souza_FlaviaFaissalde_D.pdf: 4145202 bytes, checksum: 45682687867d97635d5be1f559334889 (MD5) Previous issue date: 2013 / Resumo: O objetivo deste estudo é analisar as condições de desenvolvimento de alunos com deficiência, em uma escola da rede pública de ensino do Município de Campinas, considerando as diretrizes e as estratégias para implementação das políticas de Educação Inclusiva. Integrando um projeto coletivo de pesquisa ancorado na perspectiva histórico-cultural, o estudo envolveu uma equipe de pesquisadores que acompanhou o trabalho de uma professora em uma turma de 5o ano, durante um ano letivo. Paralelamente ao estudo de campo, efetuou-se uma análise dos pressupostos e das diretrizes que orientam as políticas no âmbito internacional, nacional e municipal. Dos registros feitos em diário de campo e videogravações foi destacada a análise de uma aula, que dá visibilidade analítica às profundas contradições que caracterizam tanto as concepções das políticas como as prescrições para sua efetivação e as condições para realização do trabalho no interior da sala de aula, que marcam o desenvolvimento dos alunos com deficiência. / Abstract: The objective of this study is to analyze the development conditions of students with disabilities at a school within the public education board of the Municipality of Campinas, considering the guidelines and the strategies to implement the policies on Inclusive Education. Integrating a collective research project anchored to a historical-cultural perspective, the study involved a team of researchers that accompanied the work of a teacher in a grade 5 class during a school year. In parallel to the field study, an analysis was done on the prerequisites and guidelines that lead policies within an international, national and municipal scope. From the records made in a field diary and video recordings, an a class analysis was highlighted, which gives analytical visibility to the profound contradictions that characterize both the conceptions on policies as well as the prescriptions for effectuation and the conditions to perform the work inside the classroom, which frame the development of students with disabilities. / Doutorado / Psicologia Educacional / Doutora em Educação

Police officers today run the risk of being exposed to events that others will never experience during their lifetime. Many of these experiences may lead to traumatic memories that, in worst case, could make them never wanting to work as a police officer again. How can the police get better at taking care of their employees? This study aims to shed light over how the crisis-supporters perceive their learning within the activity of debriefing. The research questions asked are:” what moments in debriefing do the crisis-supporters identify as a learning activity?” and ”in what ways do the crisis-supporters think they can develop professionally during their practice of debriefing?”. This study investigates the phenomenon of crisis support from a sociocultural theory. The result show that the crisis-supporters feel that they get more knowledge when they debrief police officers compared to when participating in formal education. The results also show that verbal communication is very important in the practice of debriefing. Finally the results show that the interaction between crisis-supporters and police officers plays an important role in both crisis-supporters as well as police officers learning. / Poliser löper varje dag risk att erfara händelser som någon annan aldrig någonsin kommer att få uppleva under sin livstid. Många av dessa händelser kan leda till traumatiska minnen som i värsta fall gör att de inte kan fortsätta arbeta som polis. Hur kan polisen bli bättre på att ta hand om sina medarbetare? Denna studie syftar till att ge lyse åt hur krisstödjarna uppfattar sitt lärande inom krissamtal. Vi ställde frågor om ”vilka moment i krisstödet ser krisstödjarna ett lärande?” och ”på vilka sätt kan krisstödjarna utvecklas inom sitt krisstödjande?”. Studien undersöker detta genom att med hjälp av det sociokulturella perspektivet belysa lärandet hos krisstödjarna i krissamtal. Fem krisstödjare inom polisen har intervjuats med semistrukturerade intervjuer. Datamaterialet analyserades deduktivt med hjälp av tematisk analys och med sociokulturell teori som utgångspunkt. Resultatet visar bland annat att krisstödjarna får mer kunskap av att hålla krissamtal än att delta i formella utbildningar. Det visar även att språket är fundamentalt för hur krisstödjarna kommunicerar med varandra och de drabbade samt att samspelet mellan krisstödjare och drabbade spelar en viktig roll i lärandet.

I förskolans verksamhet sker det ständigt kommunikation mellan barn och vuxna men hur denna ser ut kan se olika ut. Denna studie undersöker hur förskollärare kommunicerar med yngre barn samt hur barn själva kommunicerar med varandra. De metoder som studien grundar sig på är semistrukturerade intervjuer med 10 förskollärare från två olika kommunala förskolor samt observationer av vuxnas och barns kommunikation med varandra. Det insamlade materialet har analyserats och kategoriserats efter de frågor som ställts under intervjuerna och studiens frågeställning. Vad resultatet av studien visar är att förskolan spelar stor roll för barnens kommunikativa utveckling och att denna påverkar deras deltagande i aktiviteter och lekar därför är det viktigt att förskolläraren tar tillvara på barnens intressen och behov. / In the preschool's activities there is constant communication between children and adults but how it looks can look different. This study investigates how preschool teachers communicate with younger children and how the children themselves communicate with each other. The methods on which the study is based on are semistructured interviews with 10 preschool teachers from two different preschools as well as observations of adult and child communication with each other. The collected material has been analyzed and categorized according to the questions asked during the interviews and study question. What the outcome of the study shows is that the preschool plays a major role in the communicative development of children and that it affects their participation in activities and games. That's why it's important that the preschool teacher takes advantage of the children's interests and needs.

<p>The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.</p><p>A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.</p><p>In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.</p><p>There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.</p>

<p><strong>Background:</strong> In the schools today it is common that teachers talk about children with special needs and children with “Attention Deficit Hyperactivity Disorder” – ADHD. You can often hear people discuss about children with ADHD from the teachers point of view, that pupils are hard to handle and that they do not know how to create a good relationship with them. But you seldom hear anyone talk about school from the children’s perspective, how they feel, think and experience their school attendance. </p><p><strong>Purpose:</strong> The purpose of this qualitative study was to examine how a functional disability like ADHD can effect a childs schooling and also to show how pupils with ADHD themselves experience their school attendance and how they are being treated by teachers and other pupils.</p><p><strong>Method:</strong> In order to investigate this, five interviews was carried out with students in the the ages of 16-25. I was interested in their experiences from their years in compulsory school, first to ninth grade. The theoretical basis in this study has been Vygotskijs socio-cultural perspective and concepts such as self-esteem and individualization.</p><p><strong>Result:</strong> The result of the interviews shows that large classes and disturbing noises in the classroom affected the pupil’s concentration in a bad way. They felt that their teachers did not listen or understood their complex of problems, which resulted in frustration, disappointment and anger, which often led to conflicts. They also felt that the teachers very often criticized and punished them, which resulted in more frustration and decreased self-esteem. All respondents felt a kind of alienation because of the treatment from teachers and other children.</p><p><strong>Conclusions:</strong> One of the conclusions in this study is that the teachers did not have enough knowledge, understanding or competence to give the pupils the support they required, and therefore, this study emphasizes the importance of further education for teachers.</p>

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate. The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development. The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up. A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day. In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them. There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

The purpose of this study is to describe some primary school teachers understanding of language development and approach of first and second language speakers with Arne Tragetons Writing to reading, for pupils in early ages. By using a qualitative method with interviews and participant observations and informal conversations, the basis for the survey was collected. Four teachers in three schools participated. The proportion of second-language pupils at each school was 35%, 17% and 0%. My theoretical starting point in the study was the hermeneutic research tradition, which has been used to interpret and understand the collected material. Theories of behaviorism, constructivism and socio-cultural perspective has been used in the analysis part of this study. Furthermore, the material has been compared against previous research on reading and writing development using computers. The development of reading and writing has been studied by the concept of functional reading and writing, theories of motivation, and pupil-oriented scaffolding of the proximal development zone. The results indicate that the teachers mainly use a sociocultural approach. They have a student close thinking in terms of both knowledge and interest in the implementation of teaching. The teachers take a positive view on learning with the aid of computer. They see the benefits that pupils have a good production of texts and that students have the opportunity to develop a meta-language through cooperation and dialogue when working with computers. A further result is that what is supportive for second language speaking pupils is also supportive for native language speaking pupils.

The aim of this essay is to examine why and how three teachers who work in elementary classes choose to use ability grouping during math lessons and what they think of ability grouping as a method to individualize the activities according to the pupil’s needs. I chose one main question for this study that is the following: What is the teacher’s point of view and experience of ability grouping in teaching mathematics? And three sub-questions: What are the motives behind the choice of ability grouping? What are the advantages of ability grouping? What are the disadvantages of ability grouping? In order to be able to answer my questions, I used the qualitative method. I interviewed three teachers who work in the elementary classes (First to fifth grade) to find out what they think about ability grouping and how it is experienced in mathematic teaching.The result shows that the common thing between these three teachers is that they don’t use ability grouping as the only teaching method. They all agree that the whole class teaching has many benefits for the pupils. Regarding the teachers’ views on advantages of ability grouping, they all regard it as a method that contributes to differentiating the math activities according to the pupil's personal needs. My conclusion is that the teachers’ different experiences of ability grouping have an impact on their point of view of ability grouping.