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Studiens syfte är att belysa hur speciallärare med specialisering mot utvecklingsstörning lyfter fram metoder som gynnar kommunikationsutveckling för elever på särskolan. Vidare belyses vilka sociala sammanhang och verktyg som används för att främja kommunikationen för elever i särskolan. I studien tolkas resultatet ur det sociokulturella perspektivet där artefakter, kultur och den närmaste utvecklingszonen är de centrala begrepp som används i tolkningen. En hermeneutisk ansats används i studien och kvalitativa intervjuer av semistrukturerad karaktär genomfördes med åtta speciallärare, verksamma inom grund- och gymnasiesärskolor runt om i Sverige. En förhoppning var att studien skulle ge aha-upplevelser gällande hur lärare kan arbeta med kommunikation samt ge oss en större verktygslåda i vår profession som speciallärare. Resultatet presenteras i kategorier som framkommit vid analys av empirin. Resultatet visar att kommunikation inom särskolan innefattar många olika artefakter, och de artefakter som används mest är bilder och tecken. Kulturer som förekommer för att gynna kommunikationsutvecklingen för elever på särskolan är läsande och spela spel för att eleverna ska kunna bli så självständiga som möjligt. För de på tidig utvecklingsnivå lyfts imitation som centralt för att utveckla kommunikationen. I studien framkommer att både speciallärare och elever behöver stöttning i den närmaste utvecklingszonen vad det gäller kommunikation. Miljöerna är kommunikativt tillgängliga men dock endast på individ och gruppnivå och inte på organisationsnivå. / The purpose of the study is to shed light on how special education teachers with a focus on developmental disabilities, to highlight methods that benefit communication development for students at the special school. Furthermore, the social contexts and tools that are used to promote communication for students in special schools are highlighted. The study interprets the results from the socio-cultural perspective where artifacts, culture and the immediate development zone are the central concepts used in the interpretation. A hermeneutic approach is used in the study and qualitative interviews of a semi-structured nature were conducted with eight special teachers, active in primary and secondary special schools around Sweden. One hope was that the study would provide aha-experiences regarding how teachers can work with communication and give us a larger toolbox in our profession as special teachers. The results are presented in categories that emerged from the analysis of the empirical data.The results show that communication within the special school includes many different artifacts, and the artifacts that are used most are images and signs. Cultures that exist to promote communication development for students at the special school are reading and playing games so that the students can become as independent as possible. For those at an early stage of development, imitation is emphasized as central to developing communication. The study shows that both special needs teachers and students need support in the immediate development zone when it comes to communication. The environments are communicatively accessible, but only at the individual and group level and not at the organizational level.

I litteratur och tidigare forskning framgår digitala lärverktyg som viktiga hjälpmedel för elever med läs- och skrivsvårigheter. Datorn och dess program som rättstavning, talsyntes och tal-till-text kan ha en avgörande betydelse för dem för att nå målen i sin utbildning. Trots detta visar forskning att det är många elever som väljer att tacka nej till användning av datorer. I tidigare forskning finns det få exempel där elevernas röster blir hörda och där man kan ta del av deras tankar och känslor kring digitala lärverktyg och deras inverkan på lärande. Syftet med denna studie är att bidra med kunskap om hur några högstadieelever med dyslexi och/eller språkstörning upplever användningen av digitala lärverktyg. Studien har genomförts på två skolor i två olika kommuner. Genom en intervjuundersökning har vi fått svar från tio elever. Intervjusvaren sammanställdes och analyserades. Resultatet har sammanställts utifrån fem teman: tillgång, användning, stöd, fördelar och utmaningar. Studiens teoretiska ramverk utgjordes av sociokulturella perspektiv och multimodal teori. Slutsatser som dragits är att eleverna har tillgång till flera olika digitala lärverktyg men de väljer inte alltid att använda sig av alla de har tillgång till. Elever uppfattar att verktygen främst ger dem stöd i läs- och skrivsituationer och möjliggör för dem att följa med i klasskamraternas tempo och göra samma uppgifter som övriga. Utmaningar som eleverna beskriver med verktygen är exempelvis yttre faktorer som teknikstrul och dålig internetuppkoppling, att program som tal-till-text försvårar inkludering då det krävs en tyst plats där inget försvårar ljudupptagningen. Digitala lärverktyg utmanar också när stöd uteblir vid användning av dem. / In literature and previous research it shows that digital learning tools are an important aid for pupils with reading and writing difficulties. The computer and its programs like spelling, word prediction, speech synthesis and speech-to-text can have a crucial meaning for them to reach the goals for their school education. Despite this, research shows that many pupils choose to say no to the use of computers. In previous research there are few examples where the students' voices are heard and where they can share their thoughts and feelings about digital learning tools and their impact on learning. The aim of this study is to contribute with knowledge of how some high school students with dyslexia and/or language impairment experience the use of digital learning tools. The study was conducted at two schools in two different municipalities. Through an interview survey, we have received answers from ten students. The results of the interviews were compiled and analyzed. The results have been compiled based on five themes: access, use, support, benefits and challenges. The theoretical framework of the study consisted of sociocultural perspectives and multimodal theories. Conclusions drawn are that students have access to several different digital learning tools but they do not always choose to use all they have access to. Students experience that the tools primarily give them support in reading and writing situations and enable them to follow the classmates´ pace and do the same tasks as others. Challenges that the students describe with the tools are, for example, external factors such as technology problems and poor internet connection and that programs such as speech-to-text make inclusion more difficult as a quiet place is required where nothing interfere sound recording. Digital learning tools also challenge when support is not available in use.

The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of high school principals in the three school sizes, and (6) to compare the perceptions of special education directors in the three school sizes. Based on the findings of this study the following conclusions are presented. 1. It appears that working closely with the special education program may help to improve perceptions toward students and laws affecting them. 2. It appears that principals’ perceptions may be improved through a more personal relationship with and awareness of MR and LD students and the laws affecting their education. 3. Low scores in regard to Public Law 94-142 may indicate an intolerance and lack of understanding of the law or philosophical differences in regard to mandated programs. 4. Low scores by principals in particular on the law section may be due to lack of ample time available to study the law. 5. There appears to be no differences in perceptions of principals in Texas high schools regardless of school size. 6. It appears that smaller schools with fewer special education students have special education directors with more positive perceptions than the directors in other school sizes.

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)

Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected.

This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic / Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic / Fristående skolors arbete med elever i behov av särskilt stöd / Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)

Esta pesquisa resulta do estudo realizado com professores do Atendimento Pedagógico Domiciliar na cidade de Curitiba - PR e suas concepções quanto a utilização de jogos didáticos no ensino e aprendizagem de conceitos científicos das disciplinas de Ciências e Biologia, Física, Matemática e Química. Apresenta os conceitos de Educação Inclusiva e Especial ressaltando o conceito de Atendimento Pedagógico Hospitalar e Domiciliar. Ainda destaca a estratégia da utilização dos jogos didáticos como fator de contribuição para o desenvolvimento de habilidades cognitivas e da autoestima seriamente comprometida em função da doença do aluno atendido por esse programa da Secretaria de Educação do Estado do Paraná. Os jogos foram selecionados na internet sendo que já haviam sido testados e com resultados já registrados. A produção foi artesanal. Para o levantamento de dados foram utilizadas perguntas semiestruturadas por meio de questionário e posterior entrevista com os professores do APD. A metodologia utilizada para a análise de dados foi a de estudo de caso com enfoque qualitativo. Segundo os professores entrevistados, os jogos didáticos confirmaram ser excelente estratégia de ensino e aprendizagem enriquecendo as aulas e proporcionando aos alunos a oportunidade de aquisição do conhecimento de forma leve e divertida. / This research is the result of a study conducted with teachers Pedagogical Household Care in Curitiba - PR and conceptions about the use of educational games in teaching and learning of scientific disciplines of science and biology, physics, mathematics and chemistry concepts. Introduces the concepts of Inclusive Education and Special highlighting the concept of Hospital and Home Teaching Service. Also highlights the strategy of using educational games as a contributing factor for the development of cognitive skills and self-esteem seriously compromised because of the student served by this program the Department of Education of the State of Paraná disease. The games were selected on the internet of which had already been tested and results have already registered. The production was handmade. Semi- structured questions were used by a questionnaire and subsequent interviews with the teachers of the DPA for data collection. The methodology used for the data analysis was a case study with qualitative approach. . According to the interviewed teachers, educational games confirmed to be excellent strategy for teaching and learning enriching classes and giving students the opportunity to acquire the knowledge of light and fun way. / 5000

South African schools have educators that are faced with numerous challenges in managing their day-to-day classroom activities in general. This challenge is further made worse when it comes to managing classrooms with learners experiencing barriers to learning. The study investigated the suitability of different classroom management styles by educators in accommodating the needs of diverse learners experiencing barriers to learning. The study used a qualitative approach in which data was collected through the use of interviews, focus group discussions, lesson observations as well as literature review. The data analysis and findings revealed that many educators possess qualifications to teach and manage classrooms in regular or mainstream schools and not in special schools. With time these educators end up having to cope with managing learners experiencing barriers to learning through in-service training and professional development. The study established that there is no single classroom management strategy that should be used to manage learners experiencing barriers to learning. Educators should adapt their classroom management and teaching methods to accommodate the needs of learners experiencing barriers to learning. The study recommended that the government and the Department of Basic Education should train more educators in special education to enhance efficiency in managing learners with barriers to learning. Support structures and mechanisms should also be put in place to assist educators with different challenges that they face in the classroom on a daily basis. The study also recommended that all stakeholders in education like the government, SGBs, DoE, educators, Principals, parents, religious leaders and the community should come together to help manage lack of discipline among learners as well as giving all the necessary support to help manage learners experiencing barriers to learning. / Educational Management and Leadership / M. Ed. (Education Management)