Syftet med denna studie var att undersöka skriftspråkslärande efter nybörjarstadiet, hos elever utan eget tal; med severe speech and physical impairment (SSPI) samt alternativ och kompletterande kommunikation (AKK). Frågeställningarna var följande: - Hur beskriver dessa elever själva sitt skriftspråkslärande? - Vilka fruktbara arbetssätt och miljöer för dessa elevers skriftspråkslärande finns dokumenterat i forskning? Metoderna innebar en livsberättelseintervju genom computer assisted personal interviewing (CAPI), samt systematiska litteraturstudier med en kvalitativ metasyntes som mål. Resultaten visar vikten av att dessa elever når en god läs- och skrivförmåga. Möjligheter öppnar sig för lärande och inte minst kommunikation över tids-, rums- och persongränser. Avgörande för elevers fortsatta skriftspråkslärande var förväntningar, kvalitet på undervisning samt stimulans inom den grundläggande emergent literacy-fasen. Här spelar ålder mindre roll, med andra ord är det aldrig för sent att utveckla sitt skriftspråkslärande. Pedagogiska konsekvenser i form av interventionsprogram måste möta alla delar inom skriftspråkslärandet för att ge resultat. För att framgångarna ska bli bestående krävs samarbete mellan skola, hem och experter. Slutsatser är att engelskspråkig forskning visar goda resultat efter deltagande i interventionsprogram. Svensk forskning i samma anda med tvärvetenskapligt samarbete brådskar, så gör även kompetensutveckling för berörda lärare.

Licentiate dissertation, written in Swedish with an English abstract. The educational goal of “a school for all” creates many challenges. Issues of socialjustice and equity are central tenets of the concept of inclusive education. Despitethe goal of comprehensive education for all children, for many pupils with physicaldisabilities in an inclusive school system PE (Physical Education) teaching canresult in experiences of injustice. In the struggle to achieve social equity and createeducational experiences where disability does not matter, it seams to matter verymuch.The aim of this study is to illustrate a dilemma and its potential outcomeswhere demands for justice for pupils with physical disabilities are raised in inclusivephysical education. In the study, based on theories of redistribution andrecognition, two empirical examples are presented.The first example, in the context of the decentralisation of Swedish compulsoryschools, illustrates degrees of awareness about numbers of pupils with physicaldisabilities attending compulsory schools located in a case municipality. Foursources, with varying responsibilities for disabled children, all reported differentnumbers of pupils. Thus, with no congruent data at municipality level, distribu-tion and redistribution of necessary resources becomes difficult.In the second example of a ten year old boy with a physical disability,experiences of participation in inclusive physical education are described, fromthe perspective of five different actors (the boy himself, his PE teachers (2), hisparents, classmates, and his personal assistant).Data for this case study was gathered through interviews and systematic ob-servation. In this particular case, the outcome of inclusive PE was judged to besuccessful. The example illustrates the importance of recognition needing to befulfilled at several distributive levels. The positive outcome is discussed in terms ofthe combination of identification of particular special needs, sensitive adaptation,and general respect for the child with physical disability.Dilemmas of justice for disabled pupils in physical education are best studiedwithin a multi-level context. Recognition and redistribution demands need to besimultaneously addressed in order to fulfil the goal of equitable education forpupils with physical disabilities attending PE within the compulsory school sys-tem. An attempt to combine these different ideological approaches is discussedfrom the perspective of social status.The outcome of the two empirical examples presented in this study illustrategeneral dilemmas reaching beyond the educational challenges facing pupils withphysical disabilities and the responses of the compulsory school system to them.

This bachelor thesis examines and compares the differences between the functional requirements according to accessibility that exist in the construction and design for a single-family dwelling in Sweden, compared to the US state of Minnesota. During the construction of a single-family dwelling there is a building legislation that both Sweden and Minnesota need to consider and follow. Accessibility is one of the areas that is affected by the building legislation. The building legislations for Sweden and Minnesota differ as Minnesota as a state does not have any requirements for accessibility adaptation for single-family dwellings. Sweden on the other hand requires that all new buildings, extensions, and reconstructions meet accessibility requirements and standards.   The building legislations for Sweden and Minnesota and their differences are presented in this bachelor thesis by depicting the countries view on accessibility for a single-family dwelling, and how this subject is reflected in the legislation that Sweden and Minnesota have.   A comparison between two floor plans has been done, where one floor plan is from a Swedish house manufacturer and the other one from a house manufacturer in Minnesota. There is also an investigation into how accessibility is considered in floor plans, and how they relate to the relevant building legislation. The floor plans have been weighed against each other, and analyzed whether they would be approved based on requirements and conditions in each country. The differences in the building legislation showed that the Swedish floor plan would be approved in Minnesota, while the floor plan designed for individuals without disabilities in Minnesota, on the other hand, would not be approved in Sweden.   The facts that have been obtained were considered in the design of an alternative floor plan in the Revit software. A single-family dwelling has been developed based on both Sweden´s and Minnesota´s building legislation according to accessibility. A result of a single-family dwelling with approved accessibility in both countries is presented in this thesis.

Utifrån Normaliseringsprincipen och demokratiska strömningar under andra hälften av 1900-talet påbörjades på skolområdet en integreringsprocess. Begreppet inkludering introducerades senare för att markera skolans ansvar i frågan. Trots inkluderingsuppdraget har avskiljande lösningar inom skolan åter blivit vanliga. Studier om rörelsehindrade barns skolvardag visar att det förekommer många exkluderande situationer i skolan, ofta omedvetna och i tron att dessa är bäst för eleven. Dessa situationer är en följd av att skolan inte arbetar på organisationsnivå med inkluderingsfrågor. Syftet med denna studie har varit att belysa inkluderingsaspekter i skolan för elever med rörelsehinder. Deltagarna i studien var tre unga personer med rörelsehinder som gått inkluderade i skolan. Studien har en livshistorisk ansats där deltagarna berättade om sina skolminnen, som sedan analyserades utifrån Tangens modell om fyra dimensioner: tid, mening, relationer, samt självbestämmande och kontroll. Deltagarna bedömer att de i den inkluderade skolverksamheten utvecklats, men att de många gånger fått kämpa för sin rätt och ibland fått lösa uppkomna situationer själva. De har alla haft elevassistent. De unga vuxna som deltagit i studien är positiva till inkludering och menar att detta har gett dem bättre möjligheter i deras vuxna liv. Vidare forskning kan vara longitudinella studier om elever med funktionsnedsättningar och fortsatta studier, hur den marknadsanpassade skolan påverkar elever med funktionsnedsättningars möjligheter att gå inkluderade, studier om elevassistentens funktion samt hur inkluderande idrottsundervisningen ska bedrivas för elever med rörelsehinder. / Based on the Normalization Principle and democratic movements in the second half of the 1900s an integration process considering school began. The concept of inclusion was introduced later to mark the school's responsibility in the matter. Despite the inclusion mission separation solutions for school has again become common. Studies on disabled children's school day shows that there are many exclusive situations in school, often unconscious, and in the belief that these are the best for the student. These situations are a result of schools not working at the organizational level with inclusion issues. The purpose of this study was to illuminate the inclusion aspects of the school for students with disabilities. Participants in the study were three young people with disabilities who have included the school. The study has a life-historical approach in which participants talked about their school memories, which were then analyzed based on Tangen´s model in four dimensions: time, meaning, relationships, and self-determination and control. The participants believe that they included in the school system evolved but they often had to fight for their rights and sometimes had to resolve arisen situations  themselves. They have all had a student assistant. The young adults who participated in the study are positive towards inclusion and believe that this has given them better opportunities in their adult lives. Further research may be longitudinal studies of students with disabilities and further studies, how the market-school affects students with disabilities and their ability to be included at  school, studies on student assistant's function and how inclusive physical education should be conducted for students with disabilities.