Studien undersöker hur matematiska begrepp etableras i diskursen i klassrummet och hur lärare planerar för, iscensätter och bearbetar matematiska begrepp. Studiens syfte är att studera hur lärare hanterar matematiska begrepp i undervisningen ur ett specialpedagogiskt perspektiv. Utifrån studiens ansats väljs två kvalitativa datainsamlingsmetoder. Till detta infogas Selander & Kress (2010) formellt inramad lärsekvens och Hallidays (2004) tre metafunktioner och en ny metafunktion, den institutionell funktion (Boistrup- Björklund, 2010).   Studien visar att procedurkunskap har en stor plats i undervisningen. Lärarna hanterar begrepp i förbifarten och funderar inte på vilken roll de språkliga uttrycken har. Det pågår först och främst två diskurser, den matematiska och den vardagliga. Diskurserna etableras utifrån olika sociala och sociomatematiska normer som styr undervisningen. Traditioner och förväntningar påverkar undervisningen och den påverkan verkar vara starkare än forskningsrön eller nya styrdokument. / The study examines how mathematical concepts established in the discourse in the classroom and how teachers plan for, implements and processes mathematical concepts. The study's purpose is to study how teachers deal with mathematical concepts in teaching from a special education perspective. Based on the study's approach chosen two qualitative data collection methods. To this inserts Selander & Kress´s (2010) formal learning design sequence and Halliday´s (2004), three meta-functions and an institutional function (Boistrup- Björklund, 2010).   The study shows that procedural knowledge has a big place in teaching.  Teachers deal with concepts in passing and not thinking about which part the linguistic expressions have. There are primarily two discourses ongoing, the mathematical and the everyday, the discourses are established based on various social and socio-mathematical norms that effects the teaching. Traditions and expectations affect the teaching and the effect seems to be stronger than research findings or new policy document.

Varje skola får utforma sitt specialpedagogiska stöd och det får konsekvenserna att det organiseras på olika sätt, att insatserna varierar och att tillfället när stödet sätts in varierar. Det innebär att speciallärare ofta är ensamma i sitt uppdrag. Specialpedagogisk personal och matematiklärare har ofta olika uppfattning av hur kompetensen ska utnyttjas i verksamheten. Ännu ett problem är att skollagens skrivelse om att elever har rätt till den ledning och stimulans de behöver för att utvecklas så långt som möjligt kan tolkas på olika sätt. Studiens syfte var att bidra med kunskap om speciallärares uppfattningar om arbetet med särskilt undervisningsbehov i matematik (SUM) och vilka specialpedagogiska perspektiv speciallärares uppfattningar kan ses som. Studiens frågeställningar var: Vad lyfter speciallärare fram som stödjande/hindrande faktorer i arbetet med SUM? Hur skulle arbetet med SUM skulle kunna förändras i framtiden, för att fler elever ska nå minst de kunskaper som krävs, enligt speciallärare? En kvalitativ studie genomfördes i form av en fallstudie. Fyra speciallärare i matematik från en mindre kommun i Sverige intervjuades. Lärarnas uppfattningar tematiserades och analyserades genom Nilholms specialpedagogiska perspektiv. Resultaten visade att speciallärarna ansåg att relationer, extra anpassning, målorienterat lärande, elevstärkande arbete, samarbete, förutsättningar för specialpedagogiskt arbete och enskild undervisning/liten undervisningsgrupp var stödjande faktorer för arbetet med SUM. Uppfattningarna samstämde med Nilholms kritiska perspektiv utom enskild undervisning/liten undervisningsgrupp som tillhör det kompensatoriska perspektivet. Speciallärarna ansåg att brist på lärares kunskaper, brist på elevstärkande arbete, brist på elevers uthållighet, brist på elevers ansvarstagande och brist på prioritering av arbetet med SUM är hindrande faktorer. Det samstämde med Nilholms kompensatoriska perspektiv när det gäller brist i lärares kunskaper och brist på elevstärkande arbete. Speciallärarna antog ett dilemmaperspektiv när det gällde brist på uthållighet, brist på elevers ansvarstagande och brist på prioritering av arbetet med SUM. Speciallärarna ville se en förändring på arbetet med SUM när det gällde organisation, undervisning och det specialpedagogiska uppdraget. Uppfattningarna överensstämde med Nilholms kritiska perspektiv, med ett undantag: speciallärarna angav att enskild undervisning/liten undervisningsgrupp var en stödjande faktor. Det visade på en ett kompensatoriskt perspektiv. / In Sweden, each school can design its own special education support, which leads to several different consequences, such as variation in how and when the support is used. This means that special education teachers often are alone in their work. Special education staff and mathematics teachers often have different views on how the skill of special education teachers should be used in school activities. Another problem is the wording in the Education Act, which states that students have the right to guidance and stimulation to develop their abilities and their knowledge as far as possible, can be interpreted in different ways. The purpose of this study was to contribute knowledge about the understandings of special education teachers’ work with special education needs in mathematics (SUM) and which special education perspectives special education teachers' perceptions can be seen as. The questions of the study were: What do special education teachers emphasize as supporting/obstructing factors in the work with special education needs in mathematics? In the opinions of special education teachers, how could the work with special education needs in mathematics change in the future, to make more students reach a minimum of the required knowledge? A qualitative study was conducted in the form of a case study. Four special education teachers in a small municipality in Sweden were interviewed. The results were thematized and was analysed through the special education perspective of Nilholm. The results showed that the special education teachers considered relationships, extra adaptation, goal-oriented learning, student strengthening work, collaboration, prerequisites for special educational work and individual teaching/small teaching groups were supporting factors for the work with SUM. The perceptions of the special education teachers agreed with the critical perspective of Nilholm except for individual teaching/small teaching groups, which belongs to the categorial perspective. The special education teachers considered teachers’ lack of knowledge, lack of student strengthening work, lack of students’ diligence, lack of students’ ability to take responsibility, and lack of prioritizing the work with SUM are obstructing factors. The opinions agreed with the compensatory perspective of Nilholm regarding teachers’ lack of knowledge and lack of student strengthening work. The special education teachers adopted a dilemma perspective regarding lack of students’ diligence, lack of students’ ability to take responsibility and lack of prioritizing the work with SUM. The special education teachers wanted to see a change in the work with SUM when it came to organisation, teaching, and the assignment of special education. The perceptions agreed with the critical perspective of Nilholm, with one exception, the special education teachers acknowledged that individual/small teaching groups were supporting factors, which indicated a categorical perspective.

Syftet med denna studie är att undersöka vilka specialpedagogiska perspektiv som framträder när några grundskollärare, lärare i grundsärskolan och rektorer beskriver undervisning av integrerade grundsärskoleelever i grundskolan. Syftet utmynnar i frågeställningar som handlar om hur de tre yrkeskategorierna beskriver förberedelse, genomförande samt utvärdering av sådan undervisning. För att besvara dessa frågeställningar har kvalitativa, halvstrukturerade intervjuer genomförts med två rektorer, två grundskollärare och två lärare i grundsärskolan, med erfarenheter av integrerade grundsärskoleelever. Studien tar sin utgångspunkt i den didaktiska triangeln och resultaten har sedan analyserats utifrån tre specialpedagogiska perspektiv; det kompensatoriska perspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultatet visar att informanternas beskrivningar av undervisningens planering, genomförande och utvärdering har inslag av samtliga tre specialpedagogiska perspektiv, men att det kompensatoriska perspektivet dominerar. Lärarna uppger att de i mycket liten utsträckning samarbetar med lärare i den andra skolformen kring planering och genomförande av den integrerade undervisningen. I den utvärderande fasen sker ingen samverkan alls. Grundskoleelevernas roll vid integreringen nämns inte av någon av studiens informanter. En slutsats utifrån resultatet är att rektor kan, genom en större tydlighet, bidra till en bättre samverkan kring undervisning av grundsärskoleelever i grundskolan. En annan slutsats är att specialpedagogisk personal bör se alla elever i klassen som viktiga aktörer i inkluderingsarbetet och därför rikta socialt stöd till både grundskoleelever och grundsärskoleelever.Studien synliggör hur följder av kompensatoriska arbetsformer kan påverka den integrerade undervisningens olika faser, samt vikten av rektors roll för samverkan. / The aim of this study is to examine which special educational perspectives appear, when teachers in compulsory regular school, teachers in compulsory school for pupils with intellectual disability and principals, describe mainstreaming in regular school. This aim leads to questions about how representatives of the three professions describe planning, implementation and evaluation of such teaching. In order to answer these questions qualitative, semi structured interviews have been carried through with two teachers in compulsory regular school, two teachers in compulsory school for pupils with intellectual disability and two principals, with experience of mainstreaming of pupils with intellectual disability in compulsory regular school. The theoretical framework of this study is linked to the didactic triangle and the result was analyzed on the basis of three special educational perspectives; the compensatory perspective, the critical perspective and the dilemma perspective. The result indicates that the participants’ descriptions of the instructional phases, planning, implementation and evaluation, shows elements of all three perspectives, though with a predominance of the compensatory perspective. The teachers state that they cooperate on planning and implementing instruction, to a very small extent, with teachers from the other type of school. When it comes to the evaluation phase, there is no cooperation at all. The role of the pupils in the compulsory regular school when mainstreaming is not mentioned by any of the studies participants. One conclusion from the result is that principles can, with a greater clarity, contribute to a better instructional cooperation in mainstreaming education. Another conclusion is that special education staff should regard all pupils of/in the class as important actors in inclusive education and therefore offer social support to pupils with and without intellectual disabilities.This study makes visible how consequences of compensatory practices can affect the instructional phases of mainstreaming education, and the importance of principals’ role for cooperative work.

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.

Den politiska majoriteten i Stockholms stad beslutade 2019 att alla kommunala skolor senast hösten 2023 ska ha inrättat en lokal särskild undervisningsgrupp. Syftet med denna studie var att kartlägga om och i så fall hur särskilda undervisningsgrupper har organiserats och hur de används på mellan- och högstadiet i Stockholms stads grundskolor. Studien är kvantitativ och den övergripande teorin beskrivs som en sociokulturell ram runt ett specialpedagogiskt perspektiv som innehåller både ett kompensatoriskt och kritiskt synsätt och som tillsammans bildar ett dilemmaperspektiv.  Respondenter utgjordes av rektorer och/eller organisatoriskt ansvariga för särskilda undervisnings grupper inom Stockholms stads kommunala grundskolor och datainsamlingsmetoden var en digital enkät. Enkäten skickades till samtliga 57 kommunala mellan- och högstadieskolor och 19 skolor valde att svara. Insamlad empiri sorterades utifrån studiens frågeställningar, analyserades med hjälp av deskriptiv statistik och presenterades i tabell- och diagramform. Resultatet visar att majoriteten av skolorna hade flera särskilda undervisningsgrupper och att det oftast var biträdande rektor som hade det organisatoriska ansvaret för dessa grupper. De kompetenser som i hög grad var representerade i skolornas undervisningsgrupper var grundskollärare och ämneslärare. De vanligaste orsakerna till att elever hade helt eller delar av sin undervisning i särskilda undervisningsgrupper var beslut om särskilt stöd och hög skolfrånvaro. Studien visade även på att pojkar var överrepresenterade i dessa grupper och att den här sortens särskilda stödinsats ökar med stigande ålder. / The political majority in the city of Stockholm decided in 2019 that all municipal schools must have established a local special teaching group by autumn 2023 at the latest. The purpose of this study was to survey how, and if, special teaching groups have been organized and how they are used at Stockholm's elementary schools. The study uses a quantitative method and the overall theory is described as a socio-cultural framework around a special educational perspective that contains both a compensatory and critical approach and which together form a dilemma perspective. Respondents consisted of principals and/or organizationally responsible for special teaching groups from the municipal elementary schools in the city of Stockholm, and the data collection method was a digital survey. The questionnaire was sent to all 57 municipal elementary schools and 19 schools chose to respond. Collected empirical evidence was sorted based on the study's questions, analyzed using descriptive statistics and presented in table and diagram form. The results showed that the majority of schools had several special teaching groups and that it was usually the assistant principal who had the organizational responsibility for these groups. The competencies that are highly represented in the schools' teaching groups were primary school teachers and subject teachers. The most common reasons why students had all or parts of their education in special teaching groups were decisions on special support and high absence from school. The survey also shows that boys were overrepresented in these groups and that this type of special support effort increases with increasing age.

This study has examined the effectiveness of a neuropsychologically based learning programme aimed at enhancing the seJt:.actualisation of learners. The aim of the programme is to create awareness of one's unique purpose in life. The need for motivation, commitment and determination must he realised. llolistic thinking is an important concept throughout the programme, in that it is aimed at unlocking latent potential through the encouragement of lateral thinking. The awareness of underlying potential enhances the realisation of each Ieamer's uniqueness and individual contributions to society, and facilitates awareness of the need to accept responsibility for one's own future. 'Ibis failure to fully utilise the potential of the brain has implications for education. A teacher who is made aware ofthe huge untapped storage ofhuman brain potential could be trained to disclose a learner's unused abilities, through adjusted education, thus infonning learners of the intrinsic abilities oftheir brains. / Educational studies / M.Ed.

This study has examined the effectiveness of a neuropsychologically based learning programme aimed at enhancing the seJt:.actualisation of learners. The aim of the programme is to create awareness of one's unique purpose in life. The need for motivation, commitment and determination must he realised. llolistic thinking is an important concept throughout the programme, in that it is aimed at unlocking latent potential through the encouragement of lateral thinking. The awareness of underlying potential enhances the realisation of each Ieamer's uniqueness and individual contributions to society, and facilitates awareness of the need to accept responsibility for one's own future. 'Ibis failure to fully utilise the potential of the brain has implications for education. A teacher who is made aware ofthe huge untapped storage ofhuman brain potential could be trained to disclose a learner's unused abilities, through adjusted education, thus infonning learners of the intrinsic abilities oftheir brains. / Educational studies / M.Ed.

Syftet med vår studie är att bidra med kunskap om hur förskollärare beskriver barn i behov av särskilt stöd och hur de resonerar kring att inkludera alla barn på förskolan. Vi undersöker även vilken roll specialpedagogen har till förskollärare och barn i behov av särskilt stöd på förskolan. I förskolan placeras alla barn, oavsett behov, eftersom det inte finns några andra skolformer och därför blir inkludering en intressant fråga. Som blivande specialpedagoger undrar vi över vilka möjligheter förskollärare har för att inkludera alla barn, med olika behov på förskolan, samt hur specialpedagogen med sin kompetens kan vara ett stöd för barn och förskollärare. Vår undersökning bygger på en kvalitativ ansats med åtta intervjuade förskollärare.  Våra frågeställningar är: Hur beskriver förskollärare barn i behov av särskilt stöd? Hur resonerar förskollärare kring förutsättningar för att inkludera alla barn på förskolan? Vilken roll har specialpedagogen till förskollärare och barn med behov av särskilt stöd på förskolan, enligt förskollärarna?  Teoretiska ansatser i studien är det sociokulturella perspektivet samt de specialpedagogiska perspektiven, kategoriska, relationella och dilemmaperspektivet.  Sammanfattningsvis pekar resultatet på att barn i behov av särskilt stöd beskrivs kunna vara ett barn med språksvårigheter, alltifrån att vara tillbakadragen till att kunna vara utåtagerande som behöver stöttning och vägledning för att klara vardagen och det sociala samspelet. Det sociokulturella perspektivet genomsyrar pedagogernas förhållningssätt då kommunikation och interaktion visar sig vara viktiga begrepp i arbetet med att inkludera alla barn. Vidare är det relationella synsättet bärande i studien då förskollärarna anser att arbetssätt samt miljö ska förändras och anpassas så att alla barn kan delta på lika villkor i förskolan verksamhet. Dilemmaperspektivet blir synligt då resultatet visar att förutsättningarna är olika ute på förskolorna kring bland annat samarbete med andra professioner, barngrupper och personalresurser.  Specialpedagogiska implikationer som lyfts i studien är pedagogernas samarbete med specialpedagogen som genom sitt förebyggande arbete hjälper och stödjer med olika samtalsmetoder, förhållningssätt och språkstödjande material att inkluderar alla barn i förskolan. / The purpose of our study is to contribute knowledge about how preschool teachers describes children in need of special support and how they discuss about including all children in the preschool. We also investigate how the role of the special educator is for preschool teachers and children with needs at preschool. In preschool, all the children are placed, regardless of need, because there are no other forms of schooling and therefore inclusion becomes an interesting issue. As future special educators, we wonder what opportunities preschool teachers have to include all children, with special needs in preschool, and how the special educator with his competence can be a support for children and educators. Our study is based on qualitive interviews with eight preschool teachers. Our questions are: How are children in special needs described by the preschool teachers? How preschool teachers discuss about the conditions for including all children in preschool? What role does the special educator have in relation to the preschool teachers and the children in need of special support at the preschool, according to preschool teachers? The theoretical approaches in the study are the socio-cultural perspectives, the special educational perspectives as well as the categorical, relational and quandary perspectives. In summary the result indicates that children with special needs are defined as children with speech difficulties, from being withdrawn to being outspoken with the need of extra support and guidance to cope with everyday life and social interactions. The socio-cultural perspective permeates the special educator´s approach as communication and interaction prove to be important concepts in the work of including all children. Furthermore, the relational approach is fundamental in the study as the preschool teachers believe that work procedures and the environment should be changed and adapted so that all children can participate on equal terms in the preschool´s activities. The quandary perspective becomes obvious as the results show that the conditions are different in the preschools when it comes to collaboration with other professions, groups of children and staff resources among other things. The special educational implication that has been highlighted in the study is the collaboration with special educators, who through their preventive work help and support the children by using different conversational methods, approaches and speech encouraging material.

This study firstly investigates the prevalence of HIV/AIDS and the resulting deaths from an international, African and South African perspective. These statistics provide a backdrop to the phenomenon of grandparent-headed households. The needs of orphans and the characteristics of grandparent-headed households are explained. The researcher describes the services offered to these households by a number of supporting agencies internationally and in South Africa. Erik Erikson’s model of psychosocial development is used as a structure to explain childhood grieving during the various psychosocial development stages, including adolescence. The views and experiences of a number of South African grandparent-headed households are described as well as the views of stakeholders offering support to these families. Lastly the researcher offers guidelines to professionals and lay people who endeavour to empower grandparents who fulfil the role of parents in the context of the HIV/AIDS pandemic. / Educational Studies / M. Ed. (Guidance and Counselling)

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)