Syftet med denna studie är att få ta del av speciallärares erfarenheter kring sitt arbete med elever i matematiksvårigheter. Jag valt att göra en livsberättelsestudie, där fyra speciallärares berättelser kring sitt arbete med elever i matematiksvårigheter är i fokus. Genom deras egna berättelser om sitt liv som speciallärare vill jag komma åt hur de jobbar med sina elever och varför de väljer att jobba på just de sätten de gör. Jag vill få fram speciallärarens tankar kring varför dessa elever hamnar i matematiksvårigheter och vad det kan bero på.Resultatet visar att de speciallärare som deltagit i studien är ganska samstämmiga i hur de idag jobbar med sina elever och varför de gör som de gör. Resultatet visar att det är en komplex fråga hur man får dessa elever inkluderade i den ordinarie undervisningen. Speciallärarna i studien ser att elever i svårigheter ofta kan vara rumsligt inkluderade, då de är i klassrummet med sina klasskamrater, men att de inte har något utbyte av det som sker, då de inte hänger med i undervisningen. Speciallärarna ser då att det är större möjligheter att klara dessa elever om de plockas ut i mindre grupper eller enskilt. Det är många faktorer som spelar in för att en elev ska lyckas med matematik och en viktig del i speciallärarnas arbete handlar om att skapa en lugn och trygg miljö för dessa elever. Det visar sig att endast en mindre del av deras berättelser handlade om att arbeta med matematiksvårigheter, då fokus i deras arbete oftast ligger på andra områden. Det centrala i allas berättelser handlar om hur viktigt det är för dem att skapa en bra miljö för sina elever, där eleverna får chans att bygga upp sin självkänsla och att få dem att våga tro på sig själva. / The purpose of this study is to gain access to Special Education Needs (SEN) Teachers experiences in their work with students with mathematical difficulties. I have decided to do a life story study, with four SEN Teachers' stories about their work with students of mathematical difficulties in focus. By their own stories about their life as a SEN Teachers, I would like to find out how they work with their students and why they choose to work the way they do. I want to get the SEN Teacher`s thoughts about why these students end up in difficulties with mathematics and what the reason might be.The results show that the SEN Teachers who participated in the study are fairly consistent in how they currently work with their students, and why they work the way they do. The results also show that it is a very complex issue to get these students included in the regular curriculum. The SEN Teachers see that students with difficulties can often be spatially included when they are placed in the classroom with their classmates, but cannot keep up with what is happening in the classroom, and they won’t gain the right knowledge. SEN Teachers will see that there are better chances of success with these students if they are placed in small groups or individually. There are many factors that come into play for a student to succeed in mathematics, and an important part of the SEN Teachers' work is about creating a peaceful and safe environment for these students. I found that only a small part of their stories was about the actual work with mathematics difficulties, the main part of their work were often needed in other areas. The core message of all the stories is the importance to create a good environment for their students, where the students have a chance to build their self esteem and to believe in themselves.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

Magister Educationis - MEd / This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution. / South Africa