PhD (Health Sciences) / Department of Advanced Nursing Science / Disability is the most painful experience for the mother and relatives when a child is born. This is because every parent expects a normal child once a woman conceives. For a mother to be able to cope with their children they need to be supported emotionally, psychologically and physically by the family members, community, and health care professionals and other support service providers.The overall purpose of the study was to develop a model to support mothers of children with intellectual disabilities in selected institutions of Limpopo Province.An exploratory sequential mixed method was employed which includes both qualitative and quantitative approaches to guide the study.Population was all mothers of children with intellectual disabilitiesand health care professionals from the selected institutions where the research was conducted. Health care professionals were purposively selected whereas mothers were conveniently selected. The study was carried out in two phases i.e Phase1(a & b) and Phase 2. Qualitative results were used to build a subsequent quantitative phase. In Phase 1a,a qualitative approach was employed using descriptive and exploratory designs. Qualitative data was collected through individual interviews.Data analyses were done utilising Tesch’s open coding method.In Phase 1b was quantitative approach wherein a cross-sectional descriptive design was used.Questionnaireswere developed and data were collected from the health care professionals in the selected study areas.Data analyses were done using the Statistical Package for the Social Sciences (SPSS) version 24 and the level of statistical difference being set at p<0,05.In Phase 2, concept analysis, model development and validation of the model were performed. Themes and sub- themes were identified from the analysed data. Current study revealed that some mothers were fully supported and some were not supported at all by both the family, friends, relatives, community members and health care professionals. Hence continuous support was seen to be very crucial to them.The study recommendations include: open communication, social, psychological and emotional support, combined available support services, access to special schools and formulation of support groups. / NRF

The diploma thesis deals with the activities of a special educator at a regular elementary school. Thesis is interested in his position and role in the school, his competence or job description and how other pedagogical staff treat his work at the school. The theoretical part of the thesis defines the legislative anchoring of the profession of special educator and the whole system of education. The thesis defines the methods and forms of work that are most suitable in the education of pupils with special educational needs. The thesis also provides an insight into the consulting system and its specifics with an emphasis on the functioning of the school consulting centre. The empirical part of the thesis consists of mixed research. It is based on the evaluation of a questionnaire survey, which examines the opinions of teachers on the work of the school consulting centre and above all opinions on the position of a special teacher at the school. The questionnaires were distributed to teachers and teacher assistants and asked what benefits and shortcomings they see in the work of the school special educator and how they think they work with pupils, their parents and other teachers. The questionnaire survey is supplemented by an interview with a special educator, who offers the opinion of a school...

The topic of the thesis is a look at special and pre-school education in the Czech Republic in the past 30 years. To better understand the interdependence of the development of special education, however, some chapters are devoted to the period before 1989. The theoretical part of the diploma thesis is focused on legislation and documents that significantly influenced special and pre-school education, on the topic of integration / inclusion in education and also on the system of teacher education after 1989 to the present and the position of teaching assistant. The practical part analyzes information obtained in the form of an interview with the kindergarten teachers addressed. The aim of this work was to find out how kindergarten teachers perceive the changes that preschool and special education have undergone during the past 30 years.

Problematisk skolfrånvaro har uppmärksammats efter att en statlig utredning 2016 kom fram till att det finns bristande kunskap inom området i Sverige. Studiens syfte är att undersöka hur specialpedagogen används i det främjande arbetet för skolnärvaro och det förebyggande och åtgärdande arbetet vid problematisk skolfrånvaro utifrån 20 kommunala handlingsplaner. Frågorna är: Vilka insatser för närvaro och problematisk skolfrånvaro, som beskrivs i de kommunala handlingsplanerna, kan kopplas till specialpedagogen? På vilka nivåer (individ-, grupp- och organisationsnivå) används specialpedagogen i arbetet med att främja närvaro och att förebygga och åtgärda problematisk skolfrånvaro? En kvalitativ dokumentanalys gjordes utifrån sex kategorier. Systemteori och specialpedagogiska perspektiv användes i analysen för att belysa studiens frågor. Sammanfattningsvis visar studien att specialpedagogen kopplas explicit till uppgifter som till exempel fördjupad kartläggning vid skolfrånvaro och specialpedagogiskt stöd till enskild elev på individnivå. Specialpedagogen nämns implicit genom elevhälsans arbete på organisationsnivå i ett fåtal handlingsplaner.  I diskussionen lyfts varför handlingsplanerna bör uttrycka det främjande och förebyggande arbetet och hur det förebyggande och åtgärdande arbetet kan utvecklas i det systematiska kvalitetsarbetet kopplat till specialpedagogens kompetens. Därutöver diskuteras även den specialpedagogiska kompetensen och dess roll i elevhälsan, riskerna med frånvaroteam och behovet av att utveckla ämnet problematisk skolfrånvaro i den specialpedagogiska utbildningen. / Problematic school absenteeism as first identified as a problem in 2016 when a government inquiry concluded that there was a lack of proper knowledge on the subject in Sweden. The purpose of this paper is to explore how 20 municipalities, via their schools’ action plans and policies, utilize special educators with regard to students’ problematic school absenteeism through the use of early intervention, and preventative and supportive measures. Examined will be: How is the special educator involved in the efforts to curb problematic school absenteeism? On what levels (individual, group or organizational) is the special educator engaged to promote attendance and to prevent and remedy problematic school absenteeism? The observational basis for this paper is a qualitative analysis of action plans from twenty different municipalities. This analysis was made based on six categories. Systems theory and special needs perspectives were used in the analysis to highlight the questions posed in this paper. In summary, the special educator is explicitly connected to certain tasks such as the in-depth tracking of absenteeism and the support for students with special needs. More often, the responsibilities included under the special educator’s purview are implicitly included in the framework for the team responsible for student well-being. The discussion addresses why action plans must describe supportive and preventative measures and ways in which preventive and remedial activities can be developed during systematic quality processes linked to the special educator's skills set. Additionally, discussed were the special educator’s roll in the team responsible for student well-being, the pros and cons with the absenteeism-teams and even the need to develop understanding for this subject in training for the special educator.

En enkätstudie har genomförts med 47 deltagande ideella kvinnojourer. Respondenterna har fått uppge vad verksamheternas ledningssystem för systematiskt kvalitetsarbete innefattar samt identifiera framgångsfaktorer och utmaningar kopplat till det egna kvalitetsarbetet. Resultatet påvisar att kvinnojourerna i viss utsträckning har ett dokumenterat kvalitetsledningssystem. Vidare framkommer att verksamheterna arbetar med kvalitetsfrågor i praktiken i större utsträckning än vad som finns dokumenterat i kvalitetsledningssystemet. Det framkommer även att respondenterna upplever att styrelsernas engagemang för kvalitetsfrågor är svalt men att anställd personal och ledare för kvinnojourerna är desto mer engagerade och delaktiga i verksamhetens kvalitetsarbete.  Resultaten i denna studie kan vara av intresse för skyddade boenden i Sverige, organisationer som representerar skyddade boenden och myndigheter som arbetar mot våld i nära relation. / A survey has been conducted with 47 representatives from non-governmental women’s shelter. The respondents have shared what their quality management system includes and identified success factors and challenges connected to their quality work. The result show that the women’s shelter has partly documented quality management system. It also shows that the women’s shelter does more quality work in practice than what is documented in the management system. Moreover, the respondent reckons there is a low commitment for the organisation’s quality work among the board members and that work and commitment is driven mainly by employed staff and the business manager of the shelters.  The results presented in this study might be of interest for women´s shelter in Sweden, organisations representing women´s shelter and authorities working against domestic violence. / <p>2021-06-06</p>

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