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Introduction: There has been a lack of longitudinal studies on maternal and infant factors associated with feeding difficulties. Feeding difficulties are common, cause much anxiety for parents, and are associated with a range of child health and behavioural outcomes. This study aims to gain an understanding of the prevalence and type of feeding difficulties found in a community sample, the prevalence of maternal mental ill-health and identify maternal and infant factors predictive of feeding difficulties. A final aim is to identify factors associated with successful and unsuccessful feeding experiences from a maternal perspective. Method: A short questionnaire with questions about support and help-seeking was compiled, and several standardised measures were included in the pack; a measure of maternal mood (DASS-21), social support (SOS-S), and eating disorder symptomatology (EAT-26). Questionnaires were given to mothers in pregnancy, and again when infants were around 3 and 7 months old. An adapted version of the Child Feeding Assessment Questionnaire, and the food fussiness subscale from the Children’s Eating Behaviour Questionnaire examined feeding behaviour and maternal response. The Infant Temperament Questionnaire examined maternal perception of infant temperament. Content analysis was used to identify themes in mother’s narrative about factors which help feeding and barriers to a successful feeding experience. A within subjects design was employed to examine predictors of infant feeding difficulties. Results: 23% of mothers of 3 to 5 month old infants, and 13% of mothers of 7 to 10 month olds reported their child as having one or more feeding difficulties. Levels of stress remained stable across the length of the study, but prevalence of maternal anxiety and depression reduced. 47% of those mothers who breast fed found breast feeding difficult or very difficult. Maternally identified barriers to successful feeding with feeding were child illness, and painful or difficult breastfeeding. Mothers wanted an improvement in support and knowledge of health professionals, and a reduction in pressure from health professionals in relation to feeding method. Maternal depression and stress were correlated with severity of food refusal in infants, as well as maternal anxiety and food fussiness, prior to post-hoc analyses. Following post-hoc analyses these relationships were no longer significant. Discussion: Relationships between infant behaviour, maternal health and feeding difficulties are explored. The low prevalence of feeding difficulties and reasons for negative findings in relation to predictors of feeding difficulties are discussed. Implications for health services are presented in the light of maternal views about support and barriers to successfully feeding their child.

The purpose of this study is to explore a possible method of diagnosing marital difficulties. This is an exploratory investigation into the possibility of developing a particular method for marital diagnosis rather than a specific test for such a diagnosis. This method consists of a series of related sentence stems which the subject completes and then rates as to their degree of difficulty.

The study set out to explore whether teaching methods can improve the wellbeing of students with SpLDs. This study addresses a gap in the literature, identifying wellbeing differences between different types of educational environment and SEN provisions. It explores whether there are benefits from inclusive education to student wellbeing, considering constructs of wellbeing relevant to the impact of SpLDs, synthesising pedagogic, psychotherapeutic and developmental perspectives. 74 student participants were recruited through the SEN departments of 4 UK schools - each with differing approaches to SEN support. Student participants completed two psychometric wellbeing questionnaires. They also engaged in photographic exercise, capturing scenes of importance to them, which contributed to semi-structured interviews. 8 teacher participants engaged in semi-structured interviews. These teacher participants also had their classroom practice observed. Parallel interpretative phenomenological analyses (IPA) were used to interpret the findings. Several themes from both student and teacher IPA analyses revealed a differences between 2 pairs of schools, which was supported by the same difference in psychometric scores and classroom observations. Schools environments were found to have common features of inclusion either absent or present which were recognised by both students and teachers within their own social world perspectives, which were predictive of wellbeing. This study identified that school aged students with SpLDs could articulate the relationship between inclusive teaching and their wellbeing.

<p>The purpose of my study is to investigate teachers’ opinions about learning difficulties in mathematics.</p><p>I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with difficulties in mathematics.</p><p>The result of my study shows that learning difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn’t find any complete method to help children with mathematics difficulties in compulsory school. But a good teaching method is to vary the teaching, strengthen pupil’s self-confidence and “talk mathematics”. It is important to make mathematics more understandable.</p><p>One of my conclusions is that there is a lack of research about learning difficulties in mathematics. Another conclusion from the literature is that it is hard to distinguish between different kinds of difficulties in mathematics.</p> / <p>Syftet med min studie är att undersöka pedagogers syn på elevers matematiksvårigheter.</p><p>För att få svar på mina frågor har jag läst relevant litteratur i ämnet samt intervjuat sju lärare, en speciallärare samt utredningspersonal.</p><p>Resultatet av undersökningen visar att man redan i förskolan genom leken och i det vardagliga arbetet med barnen bör arbeta med matematik för att förebygga matematiksvårigheter. Jag fann ingen färdig metod att använda i grundskolan för att avhjälpa matematiksvårigheter. Det man kan göra är att variera undervisningen, stärka självförtroendet och samtala om matematik för att matematiken ska bli mer begriplig för elever med svårigheter.</p><p>En av mina slutsatser är att det saknas forskning om matematiksvårigheter. En annan slutsats är att det finns litteratur i ämnet men det är ändå svårt att skilja de olika matematiksvårigheterna åt.</p>

The purpose of my study is to investigate teachers’ opinions about learning difficulties in mathematics. I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with difficulties in mathematics. The result of my study shows that learning difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn’t find any complete method to help children with mathematics difficulties in compulsory school. But a good teaching method is to vary the teaching, strengthen pupil’s self-confidence and “talk mathematics”. It is important to make mathematics more understandable. One of my conclusions is that there is a lack of research about learning difficulties in mathematics. Another conclusion from the literature is that it is hard to distinguish between different kinds of difficulties in mathematics. / Syftet med min studie är att undersöka pedagogers syn på elevers matematiksvårigheter. För att få svar på mina frågor har jag läst relevant litteratur i ämnet samt intervjuat sju lärare, en speciallärare samt utredningspersonal. Resultatet av undersökningen visar att man redan i förskolan genom leken och i det vardagliga arbetet med barnen bör arbeta med matematik för att förebygga matematiksvårigheter. Jag fann ingen färdig metod att använda i grundskolan för att avhjälpa matematiksvårigheter. Det man kan göra är att variera undervisningen, stärka självförtroendet och samtala om matematik för att matematiken ska bli mer begriplig för elever med svårigheter. En av mina slutsatser är att det saknas forskning om matematiksvårigheter. En annan slutsats är att det finns litteratur i ämnet men det är ändå svårt att skilja de olika matematiksvårigheterna åt.

Syftet med litteraturstudien var att belysa strokepatienters upplevelser av måltissituationen samt beskriva de vanligaste ätsvårigheterna som strokepatienter kan ha samt att undersöka hur vårdpersonal kan hjälpa vid ätsvårigheter. Studien genomfördes som en litteraturstudie som baserades på 12 vetenskapliga artiklar. Artiklarna söktes via hörskolan dalarnas sökmotorer/databaser och sökorden som kombinerades var dysphagia, eating situation, nursing, nutrition och stroke. Artiklarna granskades enlig modifierade granskningsmallar. Resultatet visar på att strokedrabbade kunde uppleva sina svårigheter vid måltiden som pinsamma. Patienterna hade en strävan att återgå till det normala. Vanliga ätsvårigheter var att stokepatienterna hade tugg och sväljproblem och att patienterna hade en dålig sittposition under måltiden. Några hade svårt att transportera maten till munnen och hade nedsatt vakenhet under måltiden och smak och luktförändringar var vanliga. Det stöd som vårdpersonal kunde ge strokepatienterna med sväljsvårigheter var att anpassa konsistensen på mat och dryck. Genom att göra läpp och tungövningar och sväljträning kunde sväljförmågan förbättras för patienter med dysfagi. Resultatet visade även att de som vårdats på rehabiliteringsavdelning hade förbättrad sittposition samt lättare att transportera maten till munnen och mindre påverkade sväljsvårigheter.

Bakalauro darbe analizuojami ugdymo sunkumai, kylantys mokant kairiarankius vaikus. Suformuluoti du tyrimo klausimai, į kuriuos siekiama atsakyti bakalauro darbe: 1) Ar pedagogams kyla sunkumų mokant kairiarankius vaikus? 2) Su kokiais ugdymo sunkumais susiduria pedagogai, mokydami kairiarankius vaikus? / The educational difficulties for teaching left-handed children are analysed in this paper. The problematic questions have discribed the problem of the research: 1) Do teachers have difficulties for teaching left-handed children? 2) Which difficulties have teachers for teaching left-handed children with? 118 teachers from Akmene’ zone secondary schools participated in this investigation. Which difficulties have teachers for teaching left-handed children and what difficulties have left-handed children has been examined by questioning the teachers. These questions were revised by semi-structured interview. The empirical analysis show that teachers have difficulties in theoretical and methodological news, skills and in little experience. The most difficulties are in educational activity, where the small motoric is used: in writing, drawing, etc. The most effective solution in the teachers assumption is the increasing of their competency in developing their skills and getting theoretical knowledge by lectures and practical seminars. The other solution is interaction and cooperation with the left-handed children and their parents.

While there currently appears to be no universal definition for Emotional Behavioural Difficulties (EBD) it is often used around the world as a label for children displaying difficult behaviours. One intervention used for children with EBD is residential treatment, which involves “providing a full range of therapeutic, education, recreational and support services given by a professional, interdisciplinary team” (Johansson 2007, pg. 16). To date there is little literature on the effectiveness of residential treatment for children with EBD. This present study aims to further the research by measuring the progress made towards a child’s personal goals while at residential school and if this progress is still evident six months after returning home and entering mainstream schooling. Child and parent feedback on the time spent at residential treatment are examined to see how they viewed the treatment. The participants consisted of 83 children aged seven to thirteen years who had attended the residential school between 2004 and 2009, their parents/caregivers, mainstream teachers and residential treatment staff. Follow up questionnaires given to the parents/caregivers when the child was leaving residential treatment and the child’s leavers report were analysed using a mixed methods approach. The results of this study indicated that the children’s personal goal attainment did not change at a statistically significant level six months after returning home and entering mainstream schooling Findings were consistent across the three age groups analysed (under 8 years 11 months, 9 years -10 years 11 months and over 11 years) as well as across the goal codes. This research suggests the gains the children made towards goal attainment at residential treatment were able to be generalised to their home and mainstream school environment.