In this paper integration and inclusion were analysed in both theory and practice to see what they mean for pupils who reqire special support or pupils who have Swedish as a second language in compulsory school. The purpose of this work was to investigate whether inclusion is the best way of reaching the goal of a school for all children. A literary study, was conducted to test this hypothesis. The literature used for this purpose includes non-fiction books, handbooks, newspaper articles, declarations, conventions, and learning and course plans. Qualitative interwiews were held whit a remedial teacher, a Swedish-as-a-second-language teacher, and a class teacher who contributed greatly to this work thoough their experiences and vast knowledge. The result showed that there is not only one solution to the problem; sevral ways of going about reaching the goal of a school for all children exist. To get even closer to presupposed goal, a school for alla children, teachers must remove obstacles in their approach so that all children feel that they are in meaningsful situations. / En analys gjordes för att ta reda på vad de tre begreppen; integrering, segregering och inkludering i teorin och i praktiken kan innebära för enskilda elever i behov av särskilt stöd och/eller elever som har svenska som andraspråk i grundskolan. Syftet med arbetet var att undersöka om inkludering är den bästa vägen att gå för att nå målet, en skola för alla barn? Hypotesen prövades genom att en litteraturstudie gjordes som dessutom kompletterades med en kvalitativ undersökning bland utvalda pedagogiska specialister. Litteraturen som användes för ändamålet var, faktaböcker, handböcker, tidningsartiklar, deklaration, konvention, samt läro - och kursplaner. Kvalitativa intervjuer genomfördes med en speciallärare/specialpedagog, en svenska som andraspråkslärare och en klasslärare som genom sina erfarenheter och sitt stora kunnande bidrog stort till detta arbete. Resultatet visade att det inte finns en enda väg att gå, det finns flera vägar att gå, för att nå målet, en skola för alla barn. För att komma närmare det förutsatta målet, en skola för alla barn, måste lärare själva röja hindren i sitt förhållningssätt så att alla barn känner att de befinner sig i meningsfulla sammanhang.

Das übergeordnete Ziel der vorliegenden Dissertation ist eine Analyse eines Konzeptes der bewegten Schule hinsichtlich seiner Bedeutung, Eignung und Möglichkeiten der Übertragung für die Arbeit mit Schülern mit dem Förderschwerpunkt geistige Entwicklung vorzunehmen, da keine generelle Übertragbarkeit des allgemeinpädagogischen Konzeptes auf die Spezifika von Schülern mit diesem Förderschwerpunkt angezeigt ist. Dafür erfolgen als Teilzielstellungen eine Darstellung der Grundlagen des Konzeptes der bewegten Schule und der Pädagogik im Förderschwerpunkt geistige Entwicklung sowie eine Beschreibung der Bedeutung und Potenzen von Bewegung sowie des Konzeptes für Menschen mit (geistiger) Behinderung. Darüber hinaus wird der Umfang der Integration der Konzeptbereiche in die Schulpraxis erfasst, Umsetzungsprobleme identifiziert sowie die Eignung eingeschätzt. In Ableitung daraus wird eine Erarbeitung erforderlicher Modifikationen, Akzentuierungen und Ergänzungen der Ziele, Inhalte und Methoden des Konzeptes für den Förderschwerpunkt vorgenommen. Zur Untersuchung des Forschungsgegenstandes wurde auf Ebene der Hermeneutik eine Literatur- und Dokumentenanalyse sowie auf der Ebene der Empirik eine quantitative schriftliche Befragung mittels Fragebogen durchgeführt. Die Ergebnisse der Forschungsarbeit zeigen, dass Bewegung im Allgemeinen und dem Konzept der bewegten Schule im Speziellen auch im Kontext des Förderschwerpunktes geistige Entwicklung eine besondere Bedeutung zuzuschreiben ist. Das Konzept ist grundsätzlich zur Anwendung in diesem Förderschwerpunkt geeignet, bedarf im Detail jedoch spezifischer didaktisch-methodischer Empfehlungen, die sich u. a. aus den Bedeutungsperspektiven von Bewegung für den Personenkreis, Grundlagen der Pädagogik im Förderschwerpunkt geistige Entwicklung und den konkret auftretenden Umsetzungsschwierigkeiten ergeben.:Abbildungsverzeichnis 7 Tabellenverzeichnis 8 Abkürzungsverzeichnis 16 1 Einleitung 17 1.1 Problemstellung 17 1.2 Zielstellungen 21 1.3 Wissenschaftliche Fragestellungen und Hypothesen 22 1.4 Forschungsmethodik 25 1.4.1 Allgemeines forschungsmethodisches Vorgehen 25 1.4.2 Methodik der empirischen Untersuchung 27 1.4.2.1 Zielstellungen der empirischen Untersuchung 27 1.4.2.2 Untersuchungsdesign/-instrument 27 1.4.2.3 Stichprobenbeschreibung 28 1.4.2.4 Auswertungsverfahren der empirischen Untersuchung 29 1.4.2.5 Methodenkritische Bemerkungen 30 2 Stand der Wissenschaft 35 3 Skizzierung eines Konzeptes der bewegten Schule 39 3.1 Bedeutungsperspektiven von Bewegung 40 3.2 Ziele der Bewegungserziehung 44 3.3 Didaktische Positionen und Strukturmerkmale 45 4 Grundlagen der Pädagogik im Förderschwerpunkt geistige Entwicklung 49 4.1 Geistige Behinderung – eine theoretische Einordnung 49 4.1.1 Definition und Klassifikation 49 4.1.2 Ursachen 52 4.1.3 Aktuelle Leitprinzipien und Menschenbild 53 4.2 Spezifika schulischer Bildung 55 4.2.1 Sonderpädagogischer Förderbedarf der geistigen Entwicklung 56 4.2.2 Schüler mit dem Förderschwerpunkt geistige Entwicklung 56 4.2.2.1 Besondere Zielgruppen 56 4.2.2.2 Annahmen zur pädagogischen Ausgangslage 59 4.2.3 Ziele und Aufgaben schulischer Bildung 66 4.2.4 Inhalte schulischer Bildung 68 4.2.5 Didaktisch-methodische Grundsätze 70 4.2.6 Charakteristika der Förderschule mit dem Förderschwerpunkt geistige Entwicklung 72 5 Ein Konzept der bewegten Schule im Kontext des Förderschwerpunktes geistige Entwicklung 75 5.1 Möglichkeiten und Grenzen der Erarbeitung eines allgemeingültigen förderschwerpunktspezifischen Ansatzes 75 5.2 Bedeutungsperspektiven von Bewegung für Menschen mit (geistiger) Behinderung 77 5.3 Bedeutung und Potenzen von Bewegung sowie des Konzeptes bewegte Schule für den Förderschwerpunkt geistige Entwicklung 101 5.4 Fördernde und hemmende Bedingungen an den Untersuchungsschulen für die Umsetzung des Konzeptes 106 5.5 Ziele des Konzeptes im Förderschwerpunkt geistige Entwicklung 110 5.6 Konzeptionelle Abstimmung des „Hauses der bewegten Schule“ 112 5.7 Didaktisch-methodische Empfehlungen, Ergänzungen, Akzentuierungen und Modifikationen für die konzeptionellen Bereiche 117 5.7.1 Bewegter Unterricht 117 5.7.1.1 Bewegtes Lernen 117 5.7.1.2 Dynamisches Sitzen 130 5.7.1.3 Auflockerungsminuten 139 5.7.1.4 Individuelle Bewegungszeit 150 5.7.1.5 Entspannungsphasen 152 5.7.1.6 Bewegungsorientierte Projekte 163 5.7.2 Bewegte Pause 172 5.7.3 Bewegtes Schulleben 181 5.7.4 Bewegte Freizeit 189 6 Diskussion der Ergebnisse der Arbeit 201 7 Zusammenfassung und Ausblick 227 Literaturverzeichnis 236 Internetquellen 265 Anhang 268

This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach, and (ii) their perception of music therapy as a profession. Results generated from the interviews indicated that, through participation in music therapy sessions, learners experienced and explored their individual capabilities through the medium of music. Teachers observed their learners’ potential in new areas and in this way obtained a more holistic view of their learners. As a result of noting learners’ diverse abilities, teachers also adapted their teaching approaches to work in a more learner-centred way. This complemented their classroom approach based on the Namibian educational policy of learner-centred education in which learners’ individual competencies are to be developed, requiring teachers’ sensitivity towards their learners’ needs and abilities. Findings of this study further indicated a more in-depth understanding of music therapy as an intervention by the teachers after participating in sessions with their learners. This suggests that first-hand experience provides an effective way of understanding the music therapy profession and the possibilities that it may hold in a special school for intellectually impaired learners. Findings further highlighted some challenges that may need to be overcome when implementing a music therapy programme in a special school. Copyright / Dissertation (MMus)--University of Pretoria, 2011. / Music / unrestricted

The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to establish whether this policy reform trajectory could be explained as “non-reform” in Special Needs Education. The development path of policies has been widely researched and explained in relation to theories of change. Over the past decade there has, however, been a growing body of knowledge that has moved the theoretical basis for the development of policy from a traditional linear and causal model to a more complex, dynamic model of change. I was able to draw from both models to engage in my case study research on the development of the Special Needs Education policy. This policy eventually culminated in a Government White Paper on Special Needs Education. My primary research question is to understand why the policy on Special Needs Education did not emerge in South Africa when it was widely expected. I examined “up close” the views, perspectives and understandings of policy makers to establish the reasons for the non-emergence of the Special Needs Policy in South Africa. On closer analysis, I found that not only was there a significant delay between the policy formulation and policy adoption, but that this had created a critical policy vacuum in the Special Needs Education system in South Africa, which warranted an explanation. I found that the main reasons for the “policy-lag” were situated in the intended paradigm shift from a medical based model to an eco-systemic model, the intended restructuring of the special school system, logistical factors, and the availability of resources. This study addresses a gap in the related literature by its focus on the policy-making process for Special Needs Education in a transitional context. Its significance lies in shifting explanations of policy reform from the domain of the causal-linear to a political account of the process. The research was guided by a conceptual framework that combined the linear and iterative models of the policy development processes with the conceptual devices of “theory of action” and “theory in use”. The role of specific paradoxes and the ensuing tensions was formulated using qualitative content analysis. The study produced several new findings with regard to the factors that affect education policy-making in South Africa. Principal amongst these findings was the observation that the politics of participation was the main factor constraining the speed and direction of policy development in Special Needs Education. The findings of this research warrant several conclusions regarding the implementation and the dynamic nature of policy-making. The study concludes with suggestions for future research in policy-making related to Special Needs Education in South Africa. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted

En del elever i dagens skola blir placerade i särskilda undervisningsgrupper. När skolan inte klarar av att tillgodose elevens behov kan det bli aktuellt med en placering. Hemskolan ska ha prövat flera alternativa lösningar, som anpassats efter den enskilda eleven, innan en placering kan bli aktuell. Syftet med placeringen kan vara att erbjuda en personlig riktad pedagogik och att ge eleven förutsättningar att utveckla självkänsla, självförtroende och självtillit. Målet med en placering är att eleven ska kunna återgå till sin hemskola och fortsätta sin skolgång där, med det stöd eleven behöver. Jag har i min studie intervjuat sex rektorer med syfte att ge en beskrivning av hur uppföljning, utvärdering och återgång till hemskolan ser ut för elever i särskild undervisningsgrupp. Fokus har också legat på hur rektorerna ser på inkludering respektive exkludering vid placering i särskild undervisningsgrupp. Resultatet av min studie visar att rektorerna har en enad syn vad gäller inkludering och exkludering. De menar att eleven kan känna sig exkluderad i en inkluderande verksamhet. När eleven är i så stora svårigheter att rektorerna ansöker om en plats i en särskild undervisningsgrupp är det svårt att få till en lyckad inkludering på hemskolorna, de anser sig har prövat allt och ser inget annat alternativ. De nämner också att låg måluppfyllelse, sociala problem ochatt  en neuropsykiatrisk funktionsnedsättning kan vara anledningar till placering. Vad gäller samverkan anser rektorerna överlag att det kan bli bättre, fler personer runt eleven behöver vara med i uppföljning och utvärdering av elevens placering, i dagsläget ligger detta på hemskolans rektor och chef för den särskilda undervisningsgruppen. Här finns utvecklingspotential. Avslutningsvis behöver arbetet kring elevens återgång ses över. I dagsläget finns enligt de rektorer jag har intervjuat ingen plan för detta utan mycket sker genom samtal och inget dokumenteras. Att ha tydliga mål och åtgärder ses som nödvändigt för eleven ska ha möjlighet att komma tillbaka till sin hemskola, annars tenderar placeringen att bli permanent och så ska inte vara fallet.

Milic Pavlovic, Ljiljana (2021). Student health guidance. A case study about special educators' work. Master degree in Special education, School development and Leadership, Faculty of Education and Society, Malmo UniversityThe purpose of the study is to investigate how consultants from the Central Student Health's specialist team support compulsory school educators for early school years in relational competence when they meet students with neuropsychiatric disabilities. The study means to illustrate opportunities and obstacles that arise during the support process. The relational pedagogy and the special pedagogical perspectives are theoretical frameworks for the study. The study is about four consultants at a centrally organized student health institute and therefore the case study methodology is being used as the motivated research approach. The study focuses on the consultants' perceptions of their work as well as descriptions of opportunities and obstacles that arise when they support educators in the field of relational competence towards students with neuropsychiatric disabilities. The study also intends to show how the support is organized, implemented, and evaluated and how it contributes to the teachers' competence development in the meeting with students with neuropsychological disabilities. Since the study focuses on the consultants' perceptions, semi-structured interviews are the chosen method. The results show that the consultants perceive their support as a combination of different types of consultations and tutorials, with an appearance of the collaborative consultation (Sundqvist & Ström, 2015). The consultants identify the schools' explicit focus on the categorical perspective as the biggest obstacle to their supporting work. At the same time, the consultants identify several opportunities that can be created through successful consultation. One opportunity is the change of perspective to the relational perspective where, a permanent development of relational competence in pedagogical contexts and opportunities for collegial learning and development has been identified. It could gradually lead to a broad impact on all students' learning and development, regardless of whether students have a disability or not. The consultants also see an opportunity for consultation from a preventive perspective which in combination with education in neuropsychiatric disabilities could improve schooling for students with neuropsychiatric disabilities. There are variations in the consultants' perceptions of their work that can be interpreted based on the concept of inclusion and equivalent education, something that could create both opportunities and obstacles for the school's compensatory mission. The organizing of consultation can be presented as a timeline, in a chronologic order from the beginning to the end. The timeline extends throughout the process, from the application for seeking support to Central Student Health to the conclusion of the support work. It also contains a continuous evaluation that follows the consultation process with adaptations to the educators' needs. The consultation process has been identified as a circle where each consultation opportunity creates opportunities for new initiatives in the practical work in the classroom, but also modification or confirmation of the implemented initiatives. In this way, the effects are created at all three levels, namely conclusion level, teacher level and student level. These effects contribute to learning and development for all parties involved

In keeping with international trends in education, South Africa has embraced inclusive education as the means by which diverse learners, including those who experience barriers to learning, should be educated. Premised on the need for schools to change and become responsive to diverse learners by offering the support necessary for access and participation, inclusion is beginning to be realised in South African schools. Independent schools comprise a small but significant sector in South African education, and, despite not having access to state resources, are implementing inclusive education. This study investigates the schools belonging to the oldest and largest independent schools' association, the Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners who experience barriers to learning are included in ISASA schools and the practices that facilitate their inclusion. Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the most common extrinsic barriers are family problems and language barriers. Support for these learners is provided at school-wide and classroom level through the implementation of various inclusive practices that have been described in the international literature on inclusion and in local policy and guideline documents. These include developing policies that guide the support of learners who experience barriers to learning; ensuring that personnel are available to provide appropriate support; harnessing support for learners, their parents and teachers both from within the school and from the wider community; ensuring wheelchair access and employing classroom and other strategies that facilitate access and participation. ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most are showing progress and commitment to inclusion. In so doing, these schools are implementing ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who experience barriers to learning wherever this is feasible educationally, and also realising Constitutional values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)