<h1>SAMMANFATTNING</h1><p>__________________________________________________________________________</p><p>Eva Öierstedt-Christiansen & Louise Rundlöf</p><p><strong>Sitt still och var tyst!</strong></p><p>Fördelar och nackdelar med diagnostisering av ADHD enligt nio lärare</p><p><strong></strong><strong>Sit still and be quiet!</strong></p><p>Advantages and disadvantages of the diagnosis of ADHD according to nine teachers</p><p> </p><p>Antal sidor: 27 __________________________________________________________________________</p><p>Vårt syfte med studien är att undersöka vad nio lärare inom förskola/förskoleklass och grundskolans tidigare år anser om att barn/elever diagnostiseras med ADHD.</p><p>Vår undersökning kommer att utgå från följande frågeställningar:</p><ul><li>Vilka fördelar respektive nackdelar ser lärarna med att barn/elever diagnostiseras med ADHD?</li><li>Vilka är det enligt lärarna som gynnas av en ställd diagnos, barnet/eleven, lärarna eller föräldrarna?</li><li>På vilket sätt skiljer sig åsikterna mellan lärare i förskolan, förskoleklassen och grundskolans tidigare år gällande diagnostisering?</li></ul><p>Vi har genomfört intervjuer med nio lärare som är verksamma inom olika åldrar. Resultatet av vår studie visar att lärarna överlag är kritiska till en diagnos, däremot menar de att om barnet/eleven visar starka symptom är en diagnos nödvändig för att barnet/eleven ska få rätt hjälp och stöd. Frågan om när en diagnos bör ställas skiljer sig mellan lärarna i förskolan/ förskoleklassen och grundskollärarna. Lärarna i förskolan/förskoleklassen menar att en diagnos inte bör ställas förrän i skolan medan lärarna i grundskolans tidigare år hävdar att en diagnos bör ställas så tidigt som möjligt. Resultatet pekar på att det finns både fördelar och nackdelar med en diagnos utifrån ett barnperspektiv, föräldraperspektiv och pedagogiskt perspektiv.</p>

Dyslexia is a common condition among both children and adults in the United States. Its prevalence is estimated to be between 5% and 17% of school-aged children. This chronic condition is characterized by a difficulty in reading unanticipated in children with otherwise average or above average intelligence, education and incentive. Although adults with a specific reading disability have demonstrated diminished diffusion anistropy, this relationship between reading ability and white matter connectivity is relatively unexplored in children. In this study, diffusion tensor magnetic resonance imaging (MRI) was utilized to compare the white matter connectivity in three groups of children with diverse reading ability- dysfluent and inaccurate (n= 42), dysfluent and accurate (n= 69) and nonimpaired (n= 23) children. ANOVA statistical analysis was performed detect any significant group differences in anisotropic indices between the three groups of readers. In contrast to past studies, our study did not reveal any statistically significant differences in fractional anisotropy, fiber coherence index and mean diffusivity between dysfluent and inaccurate, dysfluent but accurate, and non-impaired readers.

Zugl.: Diss.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 190-209). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 156-172). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.

The subject of this thesis is the Bristol artist, Bartram Hiles (1872-1927) who lost both arms in a tram accident at the age of eight and subsequently taught himself to draw and paint by mouth. Using the themes of art, modernity and disability, this thesis recovers Hiles’ career as a mouth-painting artist, not as biography but as a focused study located in nineteenth and early twentieth-century culture. Using disability studies as a principle point of reference, it does not draw on traditional medical and social models associated with this discipline. Instead, it employs a culturally located framework as its point of departure that also gives historical context to Hiles’ disability within the late Victorian and Edwardian period in which he was active as a professional artist. Hiles is little known today and the study has been driven by primary archival research into his formal art education and professional career as a mouth-painting artist. Employing an inter-disciplinary approach, each chapter is structured as a specific historical, cultural and physical context in which to locate Hiles’ art practice and professional career. Such contexts include medicine and science, the periodical press, agency and support, art and design practice, celebrity culture and the Edwardian artists’ club. The thesis employs discourse and representation but also draws on material and visual cultures of both medicine and art for its analysis. The study frames Hiles’ art practice within the modernity of the late nineteenth century as a transforming space to locate him as a modern subject who sought to re-interpret the act of painting. The thesis argues for Hiles to be seen as a modern man who used the opportunities afforded by modernity for individuals to re-make and re-fashion themselves, and to pursue new pictorial forms and spaces to exhibit his art. Negotiating the complexities of strategy and self-presentation, it positions Hiles as a figure of an increasingly commodified celebrity culture rather than a disabled man who led a life of marginalization. From this analysis Hiles emerges as a man and an artist fully able to navigate the modern world, and whose disability and unconventional method of painting illuminates the ambivalences of the late nineteenth century and early twentieth century towards difference, otherness and perceptions of normality.

Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.

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