The diploma thesis is focused on providing support to pupils with specific behavioral disorders at ordinary primary schools. Its aim is to find out how support is provided to pupils with specific behavioral disorders at ordinary elementary schools, what are the potentialities for providing optimal support to these pupils and suggest possible measures and procedures to improve them. The thesis consists of theoretical and research part. The theoretical part characterizes specific behavioral disorders, education and support for pupils with these disorders. The research part of the thesis focuses on the implementation of support measures for pupils with specific behavioral disorders at selected elementary schools. This problem is solved in two levels. The first plane is qualitative, it is a case study of the school (author's workplace). The basis for the preparation of case report are interviews with school special pedagogues and unstructured observations. The second part is aimed at supporting pupils with specific behavioral disorders on a wider scale. The basis for the data is the questionnaire survey, which was attended by teachers and teacher assistants from other schools. According to the results of the research, the pedagogical staff focuses mainly on the attentiveness and behavior of pupils with...

本研究旨在探究特殊教育學校圖書館的建置情況、館藏資源、特殊教育教師使用情形與滿意度情形。 本研究採用問卷調查法，將問卷分為兩大部分，第一部分為特殊教育學校圖書館之館藏資源建置情況，研究對象為全臺灣28所特殊學校圖書館負責人，問卷內容包含學校基本資料、組織人力、館藏資源與經費、營運管理情形、閱讀推動與利用教育及困難與需求，總計回收有效問卷24份；第二部分為特殊教育學校教師使用學校圖書館之情形與滿意度調查，研究對象為特殊學校國中部及高職部之正式特教老師，問卷內容包含教師個人基本資料、教師使用學校圖書館情形及其對於學校圖書館的滿意度，總計回收有效問卷458份。兩份問卷以電腦統計套裝軟體IBM SPSS 18.0中文版進行統計與分析，調查結果分別以次數分配、百分比、平均數、標準差、獨立樣本t檢定、以及單因子變異數分析等統計方法進行資料分析： 一、 特殊教育學校館藏資源情形：大部分的特殊學校館藏資源數量、新增率及館藏經費皆未達高中圖書館應有的標準，且大多沒有強制要求，亦沒有遵循固定的標準與規範。 二、 特殊教育學校圖書館之營運情形：大部分的特殊學校沒有專職的管理人員，多由設備組長或者學校職員兼任，採用電腦線上借閱方式，且有建置館藏目錄系統、訂定使用及借閱辦法，讀者服務中大部分都有提供流通借閱服務。 三、 特殊教育學校圖書館的困難與需求：大多數為圖書館管理人員人力不足，沒有固定的編制，而且通常缺乏相關專業知識，另外受限於特殊學生的障礙程度，較難進行閱讀推動與利用教育。 四、 特殊教育學校教師使用學校圖書館的情形：多數的教師每週使用學校圖書館的次數為0次，但一個月內，平均每週使用1~5次的頻率最高，在使用上遇到困難時也會傾向詢問圖書館工作人員，大部分的老師選擇偶爾帶領學生認識圖書館，不算是太普遍的教學活動，使用目的上則多與教學準備有關，包含到圖書館借還圖書、配合教學蒐集教學相關資料及準備教材。 五、 特殊教育學校教師使用學校圖書館的滿意度情形：特殊教育學校教師對學校圖書館的滿意度均在平均值3以上，滿意度題目中，滿意程度最高的以圖書資料的採購會徵詢教師的意見與需求、教師對學校圖書館人員提供的服務、圖書館的空間擺設、動線與採光為前三名，而對館藏的品質、數量與館藏目錄系統較不滿意；在滿意度差異分析的部分，最不滿意的族群分別為在年齡46-50歲，學校所屬區域在東部及擔任導師的特教老師有顯著不滿意的情形。 / The purpose of this study is to explore the situation of the construction of special education school library, the collection of resources, the use of special education teachers and satisfaction situation. In the present study, the questionnaire is divided into two parts. The first part is the collection of the resources of the special education school library. The research object is the head of the 28 special schools in Taiwan. The questionnaire contains the basic information of the school , The organization of human resources, collection of resources and funding, operational management, read and promote the use of education and difficulties and needs, the total recovery of 24 valid questionnaires; the second part of the special education school teachers use the school library situation and satisfaction survey, The contents of the questionnaire include teachers' personal basic information, teachers use the school library situation and their satisfaction with the school library, the total recovery of 458 valid questionnaires. Two questionnaires The two questionnaires were analyzed by computer statistical software IBM SPSS 18.0. The results were analyzed by statistical methods such as frequency distribution, percentage, mean, standard deviation, independent sample t test, and one-way analysis of variance,ANOVA. 1. The special education school collection of resources: most of the special school collection of resources, the new rate and collection of funds are not high school library should have the standard, and most do not have mandatory requirements, nor follow the fixed standards and norms. 2. The special education school library operation situation: most of the special schools do not have full-time management staff, more by the equipment team leader or school staff, the use of computer online borrowing, and the establishment of the collection directory system, Approach, most of the readers have to provide services through the circulation of borrowing services. 3. The difficulties and needs of the special education school library: the majority of the library management staff lack of manpower, there is no fixed system, and usually lack of relevant professional knowledge, and subject to the degree of special student obstacles, more difficult to read and promote Use education. 4. The special education school teachers to use the school library situation: the majority of teachers weekly use of school library times 0 times, but within a month, the average weekly use of 1 to 5 times the highest frequency, encountered in the use Difficulties will also tend to ask the library staff, most of the teachers choose to occasionally lead students to understand the library, is not too common teaching activities, the use of the purpose of teaching and more related to the library to borrow books, with Teaching to collect teaching materials and preparation materials. 5. The special education school teachers to use the school library satisfaction situation: special education school teachers on the school library satisfaction are more than 3, the satisfaction of the title, the highest degree of satisfaction with the procurement of books will consult the teacher The views and needs of the teachers, the library staff to provide services, library space furnishings, moving lines and lighting for the top three, and the collection of quality, quantity and inventory directory system is not satisfied; in the satisfaction of differences in analysis , The most dissatisfied groups were in the case of 46-50 years of age, the school district in the east and served as a mentor of the special education teacher was significantly dissatisfied with the situation.

The diploma thesis is devoted to the inclusive education of pupils in the conditions of the Czech Republic and a comparison of approach to inclusive education with neighboring countries at primary and secondary education. The theoretical part defines the concepts and describes the system of inclusive education, including the diagnosis of pupils with special educational needs in our country and also in selected Western countries. The empirical part is based on a questionnaire survey. The respondents are teachers and assistants of special schools, teachers and assistants of mainstream schools and parents of pupils. The aim of the research presented in the empirical part is to find out what expectations from inclusion have its individual actors, for which pupils with special educational needs is the inclusion suitable, and what are the crucial criteria of success in inclusion according to selected groups of respondents.

Bakgrunden till studien är att forskning kring elever med språkstörning i matematikundervisningen ärbegränsad. Den lilla forskning som finns är mest internationell. Syftet är att vi vill bidra med en inblick ivilka svårigheter som kan uppstå och hur matematikundervisningen kan utformas för elever medspråkstörning, på lågstadiet och mellanstadiet. Det är en kvalitativ studie, som gjordes medsemistrukturerade intervjuer. Urvalet är begränsat, endast nio speciallärare med inriktning motmatematikutveckling deltog. Det teoretiska ramverket utgår från den sociokulturella teorin medmedierande verktyg och den didaktiska teorin med hur undervisning kan ske. Vi analyserar resultatetmed utgångspunkt i de specialpedagogiska perspektiven, kategoriskt och relationellt perspektiv. Studiens resultat visar att samtliga speciallärare upplever att det är språket som ställer till det för elevermed språkstörning i matematik. Det är främst matematiska begrepp och kommunikation påmatematiklektioner som framkommer i intervjuerna. Kartläggningen utgör grunden när speciallärarnagör individuella anpassningar. Många speciallärare har enskild undervisning med eleverna medspråkstörning då de arbetar med begreppsbildning och använder det medierande verktyget konkretmaterial. Detta ska leda fram till att eleven med språkstörning ska kunna delta i klassundervisningen.Slutsatsen av studien visar att det finns behov av att kunskaperna kring elever med språkstörning imatematik ökar. Vid speciallärarutbildningen behöver språkutveckling och sambandet mellan språk ochmatematik ingå. Vi anser att kommunerna bör ha personal med kompetens om språkstörning ditspeciallärarna kan vända sig vid behov. / The basis of our study is that research on mathematics education for pupils with DLD, DevelopmentalLanguage Disorder is limited. The research which does exist is predominantly international. Thepurpose of our study is to offer insight in difficulties which may arise and how mathematical educationmay be designed for pupils in grades 1-6 with DLD. This is a qualitative study based on semi-structuredinterviews. The selection has been limited, only nine special education teachers, specializing inmathematical development, took part. Our results are analyzed from a special educational viewpoint,categorical and relational. The results of our study show that every one of the special education teachers feel that language is anissue for pupils with DLD in mathematics. The main issues, which come up in the interviews, are to dowith concept and communication within mathematics. Mapping makes up the basis for the adaptationsspecial education teachers do. Many special education teachers utilize individual teaching for pupils withDLD, when they work on conceptualization, using the mediating tool physical material. This is meant tolead to the pupil with DLD being able to take part in class teaching.Our conclusion is that there exists a need to increase knowledge on mathematical education for pupilswith DLD. Language development and the link between language and mathematics, needs to beincluded in the training of special education teachers. It is our opinion that municipalities require skilledstaff with knowledge of DLD, to whom special education teachers may turn when needed.

Föreliggande studie syftar till att bidra med kunskapen om specialpedagogers yrkesidentitet i relation till särskilt stöd i matematik. Forskningsansatsen är kvalitativ och utgångspunkten för studien är sju intervjuer med yrkesverksamma specialpedagoger i den svenska grund- och gymnasieskolan. Specialpedagogernas beskrivningar har analyserats med hjälp av en diskursanalys och de teoretiska begreppen diskurs och positionering. Resultatet visar att tre diskurser, Specialpedagogik-diskurs, Matematik-diskurs och Frihets-diskurs, kan konstrueras utifrån specialpedagogernas utsagor. Studiens slutsats är att specialpedagogernas positionering är en komplex och föränderlig process och att de tre konstruerade diskurserna påverkar vilka positioner som tillgängliggörs och vilka positioner som specialpedagogerna tar och ges. Specialpedagogik-diskursen är den diskurs som utövar tydligast påverkan på specialpedagogernas positionering. Studien visar också att specialpedagogernas positionering kan påverka skolors arbete med särskilt stöd i matematik. Utifrån kunskaper om matematik, relationellt perspektiv och ett relationsskapande synsätt tar ofta specialpedagogerna en mer tillbakadragen position gentemot kollegorna i arbetet med särskilt stöd i matematik. Detta kan bidra till att skapa ett avstånd mellan ämnesinnehållet (matematiken) och det specialpedagogiska arbetet och dess innehåll. Avslutningsvis visar studien att specialpedagogerna kan spela en viktig roll i att överbrygga detta avstånd eftersom de på individ-, grupp- och organisationsnivå är en yrkesgrupp som kan påverka arbetet med särskilt stöd i matematik.

Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.

No description available.

Since the inception of special education laws in the 1970’s, special education teachers have been given the responsibility of educating children with exceptional needs. Those needs range from children with mild to moderate disabilities to children with moderate to severe disabilities. There are 13 categories that a child can qualify for special education services through an Individual Education Program (IEP). The majority of children with exceptional needs are educated on general education campuses. With high stakes testing and the push for academic excellence, one may wonder how a child with exceptional needs fits into a general education campus. The Education of Handicapped Act (EHA) was passed in 1970 and guaranteed that every child was entitled to a Free Appropriate Public Education (FAPE) at any public-school facility. Since that time, more laws have been updated and renamed giving a child with a disability more access and rights to a FAPE. Special education can be very complex, and teachers must work with students who have a varying degree of disabilities. Special education teachers are responsible for creating lessons to address the academic and behavioral needs of each of their students on their caseloads. They must also collaborate with the general education teachers to make sure they are aware of the needs and goals of the students in their classes. They are responsible for writing the IEP for each student on their caseload. They must evaluate their students throughout the school year on their goals and update their progress. Another role that the special education teacher has is to train the instructional assistance to work with the students and their unique needs (Capper & Frattura, 2009; Prather-Jones, 2011). Research shows that the main reasons special education teachers gave for leaving was lack of administrative support, huge caseloads, the demands of the IEP (Individual Education Program) paperwork, followed by isolation, too much diversity of student needs and the lack of appreciation by co-workers and administrators for all their hard work (Billingsley & Cross, 1991, 2007; Crocket, 2007; Prather-Jones, 2011). This study looked at the role of the site administrator and why it is important to support their special education teachers. Seven site elementary principals were interviewed to see what their perception was in helping their special education teachers with the special needs’ students on their respective school campuses. After conducting two interviews with each participant for a total of 14 interviews these are the themes that emerged: communication, mental health issues, lack of support/or delay in receiving help, culture between special education and general education teachers, support for special education programs and teachers, curriculum, funding and on the job training. This study used the lens of transformational leadership to see how principals perceived their role in helping their special education teachers.

The aim for this study is to describe what previous work-related experiences Special Education teachers in mathematics have about their professional role and how these experiences can be understood based on professional theories. The focus with these professional theories is to observe the status of the occupation and two different ideal-types of control of the profession. The aim for this study is also to contribute with knowledge about how the Special Education teachers express the expectations and challenges they encounter in mathematics education. Digital surveys and qualitative interviews were the methods used for collecting data of which 63 answers from the survey were collected and 12 interviews were conducted. The main results show that the experiences of the special education teachers in this study are scattered. It shows that their status and how the profession is controlled is affected by surrounding factors. It can show that the profession is under construction. Hopefully will the thesis contribute with new knowledge to newly educated Special Education teachers about the expectations and challenges in their new occupational role.

Icke-verbal kommunikation är ett viktigt komplement till det verbala språket, inte främst i utbildningsverksamheter med yngre barn. Syftet med studien är att undersöka en logopeds och en specialpedagogs syn på hur och om icke-verbal kommunikation används medvetet som ett pedagogiskt verktyg i flerspråkiga verksamheter för yngre barn och varför det används. För att ta reda på det har vi genomfört kvalitativa semistrukturerade intervjuer med en logoped och en specialpedagog samt utgått från John Deweys pragmatiska perspektiv. Genom arbetet har vi kommit fram till att icke-verbal kommunikation är av vikt för att förstärka och förtydliga det verbala språket och att icke-verbal kommunikation är bra för alla men nödvändigt för vissa. Det är upp till pedagogerna att ha den kunskapen för att använda det med ett tydligt syfte för det individuella barnets skull. Slutsatserna som dras i studien visar bland annat att gester, kroppsspråk och olika former av material används som medveten icke-verbal kommunikation i flerspråkiga verksamheter och detta används i situationer under hela dagen i framför allt samspelssituationer, i interaktion, i situationer där något behöver förtydligas samt när någon kommer till en ny språkig miljö. Detta i syfte att skapa förståelse, göra sig förstådd, förtydliga, kommunicera, uttrycka kommunikation på ett annat sätt och för att fungera språkfrämjande. / Non-verbal communication is an important complement to the verbal language in activities with younger children. The purpose of the study is to investigate the views of a speech therapist and a special education teacher on how and if non-verbal communication is used deliberately as a pedagogical tool in multilingual activities for younger children and why it´s used. To find out, we conducted qualitative semi-structured interviews and based our work on John Deweys pragmatic perspective. We have come to the conclusion that non-verbal communication is important to reinforce and clarify the verbal language and that it´s good for everyone but necessary for some. It´s up to the educators to have knowledge, in order to use it with a clear purpose for the individual child´s sake. Some of the conclusions drawn in the study show that gestures, body language and different types of materials are used as conscious non-verbal communication in multilingual activities and is used in situations throughout the day in mainly interaction situations, in interaction, in situations where something needs to be clarified and when someone comes to a new linguistic environment. This is for the purpose of creating understanding, making oneself understood, clarifying, communicating, expressing communication in a different way and to function as a language promoter.