<p>The number of students in the program for pupils with intellectual disabilities has drastically increased over the last decades. Most of those pupils, but far from all, are attending special classes. Today approximately 22 % are attending classes in compulsory school. </p><p> The purpose of this paper is, from a social psychological perspective, to increase the knowledge and understanding of how pupils with intellectual disabilities, partly or fully attending the compulsory main-stream school, experience their school-days. </p><p> This paper is composed of two case studies for which the empiric material has been collected through interviews and observations. Except for Patrik and Oskar, who are the lead characters, have their mothers, school staff and other pupils been interviewed. To reach a deeper understanding of the pupils experiences, the empiric material has been interpreted using hermeneutics. </p><p> The result shows that Patrik and Oskar are mainly satisfied with their schools. Conclusive for their experiences are; personal qualities, attitude and roles, organization and group belonging and finally clarification and requirements. That homes and schools respectively have adopted a common approach to their disabilities gives an increased confidence while developing their identity. Well thought out strategies for adaptation of the organization and the content of the lessons facilitates and promotes teamwork and participation.</p>

The number of students in the program for pupils with intellectual disabilities has drastically increased over the last decades. Most of those pupils, but far from all, are attending special classes. Today approximately 22 % are attending classes in compulsory school. The purpose of this paper is, from a social psychological perspective, to increase the knowledge and understanding of how pupils with intellectual disabilities, partly or fully attending the compulsory main-stream school, experience their school-days. This paper is composed of two case studies for which the empiric material has been collected through interviews and observations. Except for Patrik and Oskar, who are the lead characters, have their mothers, school staff and other pupils been interviewed. To reach a deeper understanding of the pupils experiences, the empiric material has been interpreted using hermeneutics. The result shows that Patrik and Oskar are mainly satisfied with their schools. Conclusive for their experiences are; personal qualities, attitude and roles, organization and group belonging and finally clarification and requirements. That homes and schools respectively have adopted a common approach to their disabilities gives an increased confidence while developing their identity. Well thought out strategies for adaptation of the organization and the content of the lessons facilitates and promotes teamwork and participation.

Syftet med denna studie är att, förstå hur några elever med diagnosen intellektuell funktionsnedsättning, deras vårdnadshavare och pedagoger, uppfattar en integrerad skolstruktur i grundskolan utifrån ett individ- grupp- och organisationsperspektiv.   Studien bygger på totalt sex intervjuer, två med elever, två med elevernas vårdnadshavare och två med den pedagog som eleverna träffar företrädelsevis i undervisningssituation. Som metod användes kvalitativa intervjuer med av en intervjuguide med utgångspunkt från ett individ- grupp- och organisationsperspektiv.   Resultatet i min studie visar att eleverna trivs i en integrerad skolstruktur, de beskriver på olika sätt en känsla av tillhörighet i sina klasser och är nöjda med sin skolsituation. Vårdnadshavarnas erfarenheter är liknande, men de beskriver också att barnets funktionsnedsättning har varit central för vilka resurser skolan tillfört. Det specialpedagogiska stödet har organiserats på olika sätt beroende på elevens behov, och alla beskriver stödet som positivt. Resultatet visar också att de två pedagogernas erfarenhet av en integrerad skolstruktur är begränsad, vilket de själv ser som en svårighet. Båda beskriver nödvändigheten av ett samarbete med grundsärskolan, specialpedagog och speciallärare för att kunna möta eleverna på sin nivå och utifrån deras förutsättningar / The purpose of this study is to understand how some students who are diagnosed with learning disabilities, their guardians and teachers, percieve an integrated school structure in the compulsory school, based on individual, group and organisational perspectives.   The study is based on six interviews. Two with students, two with the students' guardians and two with the teachers the students meet mainley in learning situations. A qualitative interwieus was used with an interview guide, based on individual, group and organizational perspectives.   The results of my study show that students appreciate an integrated school structure. They describe in different ways a sense of belonging in their classes and are satisfied with their school situation. The guardians’ experiences are similar, but also describe how the child's disability has been instrumental to which resources the school has provided. The special education support has been organised in different ways depending on the student's needs, and everyone involved describes the support as positive. The result also shows that the two teachers experience of an integrated school structure is limited, which they themselves see as a difficulty. These two teachers describe the necessity of collaboration with compulsory school for learning disabilities, the special education unit in order to meet students at their level and based on their abilities.

Title: Modified games -integrative factor mentally affected. Goal of thesis: To enable to persons with mental infliction of achievement maximum self- realization, satiation of the basic human needs (biological, social and vegetative) and purposeful incorporation to the society. Method: The empirical research - the application of sport kinetic games with choice set of mentally affected boys in terms club of sport games together with pupils common school. Outcomes: My conclusions of this work confirm supposed contribution of play and games activities like the effective tool for an integration of mentally affected pupils Key words: Special needs, disability, integration, inclusion, kinetic activity, gaming activity.

"Family and school cooperation in child integration / inclusion" identifies the quality of cooperation between primary schools and families of children with special educational needs and its impact on the perception of integration or inclusion. It examines the differences in attitudes towards to l educational needs in primary schools in the certain wiev of disadvantaged children teachers'care, assistants and parents on integration and inclusion in general and in specific cases and aspects of school and family disadvantaged children. According to the current trend, parents can decide about education of their child with specific needs in an ordinary primary school with increased teacherścare, possibly with the support of a teaching assistant, usually according to a prepared individual curriculum because pupils with special educational need have to get individual speed, knowledge and skills often do not have the same level like other students in the classroom. Quality of special care is highly influenced by cooperation among teachers, assistants and parents.

"Family and school cooperation in child integration / inclusion" identifies the quality of cooperation between primary schools and families of children with special educational needs and its impact on the perception of integration or inclusion. It examines the differences in attitudes towards to l educational needs in primary schools in the certain wiev of disadvantaged children teachers'care, assistants and parents on integration and inclusion in general and in specific cases and aspects of school and family disadvantaged children. According to the current trend, parents can decide about education of their child with specific needs in an ordinary primary school with increased teacherścare, possibly with the support of a teaching assistant, usually according to a prepared individual curriculum because pupils with special educational need have to get individual speed, knowledge and skills often do not have the same level like other students in the classroom. Quality of special care is highly influenced by cooperation among teachers, assistants and parents.

The Diploma Thesis deals with paraplegics free time and their integration into the intact society free time activities. Theoretical part characterizes paraplegia and its variations. Furthermore it describes the care/help/support system provided for paraplegics. Last but not least it deals with free time, its quality and the quality change after spinal cord injury. Practical part contains evaluation of two researches focused on free time use of paraplegics.

[pt] A ética ambiental, um campo relativamente novo na reflexão teológica, apresenta diferentes modelos e tendências que nem sempre são pautados por uma visão integrada da realidade. O ser humano e a natureza não são realidades justapostas e antagônicas, mas são componentes distintos da comunidade biótica, que se organiza segundo uma dinâmica relacional e integradora. Superando dualismos e visões dicotômicas, uma ética ambiental de inspiração cristã deve integrar compromisso ecológico e justiça social, preservação do ambiente natural e respeito ao ambiente humano. Esta é a abordagem central de nossa tese que acentua a necessidade de um modelo de ética que, seguindo uma dinâmica de integração-inclusão, expresse a visão relacional e integradora da fé cristã em sintonia com outros campos do saber. A nossa pesquisa consiste em buscar um discurso ético, em perspectiva ecológica, fundamentada na teologia da criação-salvação e articulada criticamente com o paradigma ecológico e com o conceito geográfico de espaço. / [en] Environmental ethics, a relatively new field of theological reflection, presents models and approaches which do not always have an integrated vision of reality. Human beings and Environment are not separated and mutually opposed realities. On the contrary, one cannot be studied apart from the other, for they are distinct parts of the same biotic community that is organized in a relational and integrated dynamical structure. In order to overcome dualisms and reductionist viewpoints, an Environmental Ethic from a Christian perspective must integrate ecological commitment and social justice, that is, preservation of the natural world and respect for the human environment. This is the central approach of our dissertation. We stress the urgency of an ethical awareness that, following a dynamics of integration and inclusion, presents a mutually interacting perspective of the Christian faith which, at the same time, is in harmony with other fields of knowledge. Our research intends to seek an ethical reflection on environment which is grounded on creation-salvation theology and, at the same time, is critically articulated with the ecological paradigm and with geographical concept of space.

Diese Reihe versammelt herausragende Qualifizierungsarbeiten im der Feld der Integrationsstudien – herausgegeben durch das Zentrum für Integrationsstudien der TU Dresden. / This series presents outstanding qualification works in the field of integration studies – published by the Centre for Integration Studies of the Technische Universität Dresden.