The purpose of my study is to contribute with knowledge about three teachers’ view on the possibilities and difficulties to support students with intellectual disabilities insocial interaction.to get answers to my research questions in the analysis I have in my qualitative study used the theory of Fleck's model about thinking styles rooted in a socio-cultural perspective. In the study, I have used semi-structured interviews.   My study shows that teacher’s way of thinking affect students' opportunities to practice social interaction. An important finding in the study was that the school management’s attitude, is of great importance for educator’s opportunities to support the students with intellectual disability in social interactions. Through their actions school management affect what attitude and approach teachers will have against students with intellectual disability in school. The thinking styles in the study stems from the special education compensatory approach. Teachers emphasize that they themselves are important in supporting students with their interactions. When there is an interest at the school to include students with intellectual disability and teachers in the school activities, there are opportunities of many venues and situations where special educational students can interact with each other and with other students in a natural way. The study shows, that the teacher thinks that students in compulsory special schools need adult support in different interaction situations. They think that adults are required to create situation where students, with or without intellectual disabilities, can practice social interaction. They also think that adults are needed as role models and to actively participate in the interactions. / Syftet med min studie är att bidra med kunskap om tre pedagogers syn på möjligheter och svårigheter att stödja grundsärskoleelevers sociala samspel i skolan. För att få svar på mina forskningsfrågor i analysen har jag i min kvalitativa studie använt mig av Flecks teorimodell om tankestilar. Modellen bottnar i ett sociokulturellt perspektiv. I studien har jag använt mig av halvstrukturerade intervjuer. Min studie visar att pedagogernas tankestilar påverkar elevernas möjligheter att träna socialt samspel. En viktig upptäckt i studien var att skolledningens förhållningsätt har stor betydelse för pedagogernas möjligheter att stödja grundsärskolans elever i socialt samspel. Genom sitt agerande visar skolledningen vilken inställning och vilket förhållningssätt övrig personal kan ha mot grundsärskolans elever och deras möjligheter till socialt samspel.  De tankestilar som framkommer i studien bottnar i det specialpedagogiska kompensatoriska synsättet. Pedagogerna framhåller att de själva är viktiga för att stödja eleverna i det sociala samspelet. När det finns ett intresse på skolan att inkludera särskolans elever och personal i grundskolans verksamhet, då finns det möjligheter till många mötesplatser och situationer där grundsärskolan elever kan samspela med varandra och med grundskolans elever på ett naturligt sätt. Det framkommer i studien att pedagogerna tycker att det behövs vuxna som stöd i grundsärskoleelevernas olika samspelssituationer. Pedagogerna anser att vuxna behövs för att skapa situationer där elever, med eller utan funktionsnedsättning, får träna socialt samspel. De anser även att vuxna behövs som förebilder och som aktiva deltagare i samspelssituationer.

Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time. / 幼儿的攻击行为一直都存在。在幼儿园时，由于教室里有不止一个的幼儿，教师更是会频繁的遇见这一情况，然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程，教师与幼儿的关系，还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献，并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为，促进他们的同伴互动。其中，干预分为两大类，一种是包括了社交故事的干预，另一种是教导学生社交技巧的干预，并且，社交故事的使用频率较高。但是，教师需要选择合适的干预，因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用，而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系，并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。

本研究使用Schiffrin (1987) 提出的言談結構（discourse structure）為分析架構，旨在觀察漢語兒童在同儕互動中使用口語中常出現的言談標記「好」和「對」的情形，藉以檢驗其如何反映漢語兒童的溝通技巧以及同儕互動的特性。研究語料來自六位五歲的漢語兒童兩兩之間互動的對話，共237分鐘。 研究發現五歲漢語兒童能掌握言談標記「好」和「對」在三個言談結構的功能，且他們使用此兩個言談標記的不同功能時有所異同。首先，「好」和「對」主要使用於交談順序結構（exchange structure）作為表同意的標記。雖然在成人對話中「好」和「對」皆可用於交談順序結構及語意結構（ideational structure），作為表知曉（acknowledgement）的反饋應答標記和話題轉換（topic transition）標記，但研究結果發現漢語兒童在交談順序結構中只使用「好」作為表知曉的反饋應答標記；在語意結構只用「對」作為話題轉換標記。研究結果顯示五歲漢語兒童在與同儕互動時，已能夠使用反饋標記「好」表現參與對方話題的意願，而他們不使用「對」則可能與「對」作為反饋應答標記時的用法和應答詞（backchannels）相似有關。根據先前研究指出應答詞屬於兒童較晚才習得的溝通技巧（Hess & Johnston, 1988）。此外，五歲漢語兒童亦展現出使用話題轉換標記「對」的能力，顯示他們已知道如何使用言談標記幫助建構言談連貫性（discourse coherence）；而他們選擇使用「對」而非「好」來轉換話題，則可能與「好」的此項功能所隱含的發話者權威性有關（Chen & Liu, 2009），若使用這類帶有發話者權威的言談標記，則可能損害其與同儕間的關係。本研究因而推論漢語兒童在同儕互動中言談標記「好」和「對」各種功能的使用，不僅僅顯示出他們的溝通技巧，同時也反映了同儕互動的特性。 / The thesis aims to investigate Mandarin-speaking children’s use of two frequently appearing discourse markers, hao ‘okay’ and dui ‘right’, when interacting with peers in order to examine how their use of these markers may reflect their communicative skills and the characteristics of peer relation. The data included 237 minutes of 5-year-old Mandarin children’s conversations with friends while playing. Schiffrin’s (1987) model of discourse structures, which includes the exchange structure, the action structure, the ideational structures, the participation frameworks, and the information state, was used for the analysis. The results showed that Mandarin-speaking children used hao in the information state, the exchange structure and the action structure while dui in the information state, the exchange structure and the ideational structure. The functions of hao and dui in the present data demonstrated several similarities and differences. Both markers were used by the children in the exchange structure to show the speaker’s agreement. However, only hao functioned as an acknowledgement marker to indicate the receipt of information in the exchange structure while only dui marking topic transitions in the ideational structure, even though both markers can serve these two functions in adult conversation. Mandarin-speaking children’s use of hao and dui to express agreements, which indicates their collaborative stances, may help them establish alliances with each other (Wang et al., 2010). Moreover, Mandarin-speaking children at age five demonstrated their ability to use hao as an acknowledgement marker to show their intention to participate in their peer’s current talk. In addition, that only hao but not dui served as an acknowledgement marker may result from the similarity between the acknowledging function of dui and that of backchannels, which has been considered among the last acquired communicative skills (Hess & Johnston, 1988). Furthermore, Mandarin 5-year-old children had the ability to use dui as a topic transition marker to establish discourse coherence. Meanwhile, that dui, instead of hao, was chosen by the children as a transition marker may reflect the relatively equal relations between peers, since hao is usually used by a speaker with higher status to control the topics in adult conversation (Chen & Liu, 2009). It is concluded that Mandarin children’s use of the two markers not only demonstrates their communicative skills but also reflects the particular nature of peer interaction.