I november 2017 kom Skolverkets rapport om samläsning i gymnasiesärskolan och gymnasieskolan. I rapporten belyser Skolverket att det strävas efter integrering och inkludering i det svenska skolväsendet och samläsning är en del av den inkluderande skolan. Denna studies syfte är att bidra med kunskap om hur elever upplever samläsning utifrån begreppen begriplighet, hanterbarhet och meningsfullhet. Vid insamling av data har fyra elever på gymnasiesärskolan, som samläser sina karaktärsämnen med elever tillhörande de nationella gymnasieprogrammen, yrkesintroduktionen, observerats och intervjuats. Eleverna går på två olika gymnasiesärskolor. Resultaten har sedan tolkats utifrån Antonovskys (2005) teoretiska ramverk KASAM, genom en kvalitativ innehållsanalys. Begreppet begriplighet syftar till i vilken utsträckning inre och yttre stimuli upplevs som förnuftsmässigt gripbara. Analysen visar att eleverna tolkar och visar sin förståelse på olika sätt beroende på om det är skoluppgifter som tränas i en konstruerad lärmiljö inför kommande arbetsliv eller uppgifter som tränas i autentisk arbetsmiljö, i skolans regi. I begreppet hanterbarhet beskrivs de resurser människan upplever sig ha tillgång till och om de är tillräckliga i jämförelse mot att möta de krav som ställs. Analysen visar att eleverna hanterar uppgifter skriftligt, muntligt och praktiskt, i grupp där pedagoger finns tillgängliga. De upplever sig vara inkluderade och delaktiga fullt ut, när de arbetar i grupp. Meningsfullhet innebär att man har saker som man upplever som viktiga och motiverande i sitt liv. Analysen visar att eleverna uttrycker att de känner sig jämbördiga vid samläsning och att de inte ser några skillnader mellan eleverna på de 3-åriga gymnasieprogrammen och eleverna på de 4-åriga gymnasiesärskoleprogrammen, i karaktärsämnen. Elever uttrycker också fördelar med att se hur andra elever arbetar.

Uppsatsen är en undersökning av hur rektorer för fem olika skolor ser på musikens användning inom träningsskolan. Studien syftar till att få en djupare förståelse av musikens betydelse i skolverksamheten och för eleverna. I kvalitativa, semistrukturerade, intervjuer har skolledare reflekterat kring musiken i verksamheten på den egna skolan. Med en hermeneutisk ansats har sedan materialet bearbetats och analyserats. Träningsskolans elever är en heterogen grupp med dels utvecklingsstörning dels ofta flera funktionshinder. Ofta har de ingen eller begränsad verbal förmåga och därför svårigheter att kommunicera med omgivningen. Studien visar att musiken används på ett flertal sätt i träningsskolans arbete inom samtliga ämnesområden, i såväl gruppverksamhet som individuellt. I de flesta skolorna finns musikpedagog och musikterapeut anställda, i någon form. I undersökningen framgår att musiken skapar glädje, stärker självförtroende och höjer självkänsla, ger sammanhang och gemenskap och fyller, enligt samtliga intervjupersoner, en övergripande viktig funktion – som ett alternativt kommunikationssätt. / The thesis is an investigation of how the principals of five schools look at music used in special school. The study aims to gain a deeper understanding of the importance of music in school activities and for the pupils. In qualitative, semi- structured interviews, school leaders reflected on the use of music in their own schools. The material was then processed and analyzed with a hermeneutical approach. Special school pupils are a diverse group with both developmental disabilities and multiple physical disabilities. Often they have limited or no verbal skills and therefore difficulties to communicate with the environment. The study shows that music is used in several ways in the school in all subject areas, in group activities as well as individually. Most schools have a music teacher and/or music therapist employed. The study shows that music creates joy, strengthens self-confidence and raises self-esteem, provides coherence and community and fills, according to all the respondents, an overall important function - as an alternative means of communication.

Enligt Skollagen ska åtgärdsprogram (Åp) upprättas för alla elever i behov av särskilt stöd för att uppnå kunskapskraven i alla skolformer. Avvikelser mellan riktlinjerna och implementeringen av Åp förekommer ofta på grundsärskolan och gymnasiesärskolan. Det finns också många utmaningar som påverkar utarbetande respektive genomförande av åtgärdsprogram på särskolan. Denna utforskande samt beskrivande studie syftar att undersöka utvecklingsmöjligheter för processen kring åtgärdsprogram utifrån lärarens upplevelse i grundsärskolan samt gymnasiesärskolan. I föreliggande studie använde vi Agile teori som teoretisk utgångspunkt. Vi genomförde en enkätundersökning för att samla in data från lärare som arbetar i grundsärskolan och gymnasiesärskolan. 62 lärare sammanlagt svarade på frågeformuläret. Vi analyserade det mesta av datamaterialet kvantitativt med Statistical Package for the Social Sciences (SPSS) samt gjorde en kvalitativ tematisk analys på en öppen fråga i formuläret. Resultaten visar att utmaningarna inför implementering av åtgärdsprogram kvarstår. I strid mot föreskrift i styrdokument ges inte alla elever i behov av särskilt stöd möjlighet att delta i utarbetande av Åp. Vi ser även att inte alla vårdnadshavare till elever i behov av särskilt stöd ges möjligheter att delta i processen. Vi fann att användandet av Åp i lektionsplanering är låg i grundsärskolan och gymnasiesärskolan samt att det saknas koppling mellan Åp processen och undervisningsplaneringen för elever i behov av särskilt stöd. Vår studie belyser behovet av att söka utvecklingsmöjligheter till exempel kompetensutveckling och kollegialt samarbete för personal i särskolan. Sådana förbättringsåtgärder kan fylla en del av klyftan som upplevs mellan riktlinjer och praktik gällande åtgärdsprogram.

A dissertation submitted to the Faculty Of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2018 / The study sought to explore and examine experiences of parents with regard to the education of their autistic children in special schools. Previous studies in this area looked at the inclusion of autistic children and focused on educators’ attitudes or perceptions. Thus this study intended to get parents’ perspectives, their ideas and views about the education of their children with autism spectrum disorder in special schools. To find out if they are satisfied, and explore what seem to be the concerns and challenges, the study adopted a qualitative case study design. Data were generated from nine mothers who had children attending special schools. They were purposively sampled from three special schools for children with intellectual impairment. Semi-structured interviews were conducted with mothers regarding their views and concerns about the education of their autistic children. A thematic content analysis was used to extract common themes from the collected data. Major findings were that most parents were happy and satisfied with the education of their children, though some lacked understanding and thorough knowledge about autism and special education. Parents raised concerns about lack of therapists in special schools when their ASD children need the intervention of speech and language therapists and occupational therapists. It was also found that parents struggle to access preprimary education for their children. It is recommended that special schools create forums where parents have a platform to voice their opinions and concerns. In conclusion, the study was able to give insight into parents’ experiences, views and concerns with regard to the education of autistic children. Knowing parents’ concerns and opinions may help improve the provision of education for autistic children. With the recent release of the Draft on National Strategy for Autism (September, 2017), perhaps parents’ hope for improvement in provision of education for autistic children might be realized

A research report submitted to the Faculty of Education, University of the Witwatersrand Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education / This study explored the attitudes of teachers in three types of South African schools (Mainstream, Full-service, and Special school) towards inclusive education in relation to the support that they are receiving in the implementation of inclusive education in their respective schools. Participants in this study were selected purposively from mainstream, full-service, and special schools within the Johannesburg South district. Data in the research was collected through individual teacher interviews. Data obtained was interpreted using qualitative methods. Participants were coded (in relation to the type of school they are from) in order to ensure anonymity in the results. Data was analysed using Thematic Content Analysis. Thematic Content Analysis allowed the researcher to descriptively identify, analysis, and report themes. It involved the identifying of common themes throughout the text which describe significant aspects of the data in relation to the research question. The computer programme ATLAS was used in order to assist with the Thematic Analysis. Following the analysis of data it was found that the attitudes of mainstream and full-service teachers towards inclusive education are mostly negative in comparison to that of teachers in special schools as result to the discrepancies in the level of support each teacher receives to implement inclusive education (depending on the type of school they are in). The former has implication in terms of how effectively inclusive education is implemented in all schools in South Africa because in accordance to this study's findings support for teachers should not be based on only the type of school teachers are in but also the type of support teachers need individually. Also it was found that the ideals of inclusive education are not fully accepted by all stakeholders (more specifically the different units within the district) within the education department and this has influenced how teachers view the relevance of inclusive education policies. Considering the finding of the study, an exploration of how all stakeholders in the education system view and practice the policy of inclusive education is seemingly required in future research to better understand the state in which inclusive education is currently progressing in South Africa. Furthermore due to teachers being a major stakeholder in the implementation of inclusive education, it is important that continuous exploration on their attitudes and that which may influence their attitude towards inclusive education is done. Consequently, issues such as discrepancies in support towards teachers due to differences in types of school need to be further investigated. / Andrew Chakane 2020

This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.

The following research project was a comparative study of teachers in Support Units and teachers in Special Schools. They were teachers currently involved with the implementation of the 1989 NSW Department of Education Mandatory Curriculum Change for the education of students with severe intellectual disability. The purpose of the research was to present a comparative study on teachers' responses, in both educational settings, examining their understanding of the curriculum change, the concerns of individuals and the levels of curriculum usage in relation to the factors affecting implementation. The application of the Concerns-Based Adoption Model of Change (Hall and Loucks, 1987), enabled the study to focus on the various forms of the innovation, including the innovation configuration, stages of concern, and the levels of use from the two given perspectives, teachers in Support Units and teachers in Special Schools, in relation to the major factors affecting implementation. The study findings highlighted that in both educational settings, change is accomplished by individuals and is a highly personal experience, demanding adequate support by facilitators of the change through appropriate actions, in order to assist effective and successful implementation of the change.

<p>The purpose with this study was to look at teachers`thoughts and experiences of student influences in special schools. The study was based on questions of how the teachers` work with student influence, what kind of assumptions they have,and the teachers`experiences of how it influences the consequences. I choose this subject because I think it is relevant to my education. At the university I aimed my studies to special pedagogy and that is why I feel that special schools is a relevant choice of subject. This study was done with qualitative interviews with three teachers`involved. These three teachers` had their experinces from three different communities, and that was known to me. The purpose of that was too see if I could get different result that I could use in my discussion, but that was not the case. The differences between these three teachers` experiences, influences assumptions, and consequenses were few. All three agreed that the teachers`faith in what the student could and wanted to have influence was an assumption to give them this opportunity. They also talked about communication as an important fact to influence. The teachers`experiences of the consequences can compound that if the student have the experience of influence it will give the student a feeling of responsibility. This responsibility can give the student a deeper knowledge both in a practical and theoretical way.</p>

The purpose with this study was to look at teachers`thoughts and experiences of student influences in special schools. The study was based on questions of how the teachers` work with student influence, what kind of assumptions they have,and the teachers`experiences of how it influences the consequences. I choose this subject because I think it is relevant to my education. At the university I aimed my studies to special pedagogy and that is why I feel that special schools is a relevant choice of subject. This study was done with qualitative interviews with three teachers`involved. These three teachers` had their experinces from three different communities, and that was known to me. The purpose of that was too see if I could get different result that I could use in my discussion, but that was not the case. The differences between these three teachers` experiences, influences assumptions, and consequenses were few. All three agreed that the teachers`faith in what the student could and wanted to have influence was an assumption to give them this opportunity. They also talked about communication as an important fact to influence. The teachers`experiences of the consequences can compound that if the student have the experience of influence it will give the student a feeling of responsibility. This responsibility can give the student a deeper knowledge both in a practical and theoretical way.

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