This thesis forms an exploratory study the purpose of which is to clarify the nature of relationships existing between the social and emotional adjustment of physically handicapped children and the type of school attended. The subjects, 114 children of from nine to eleven years of age, of normal intelligence and with visible physical handicaps affecting movement, were drawn from three types of school: (a) ordinary day, (b) special day, and (c) special residential. A matched sample of 114 normal children attending both ordinary and residential schools formed the control groups. The children were interviewed individually ana various psychological tests administered, i.e. verbal and non-verbal, intelligence, school attainment, adjustment and personality characteristics, attitudes to school and child-family relationships. The teachers estimated social adjustments in children while the parents' attitudes to child-rearing and the attitudes of normal children in ordinary schools to the physically handicapped were also examined. The results obtained show interesting trends. There were no statistically significant differences in the overall social and emotional adjustment of physically handicapped children at the three types of school. Physically handicapped children at ordinary day schools had higher educational attainments than had children at special schools. Differences were not found between the social and emotional adjustment of physically handicapped children and their controls. However, only the physically handicapped attending ordinary day schools achieved the same educationallevel as did the controls. On the basis of these findings, it is concluded that neither integration nor segregation is superior in ensuring the optimal psychological development of physically handicapped children. On the other hand, at the present time and bearing in mind the limitations of this study, the ordinary day school seems to be more successful in promoting the higher level of scholastic achievement. Accordingly, it is suggested that there should be increased integration between the physically handicapped and the normal. The provisions essential for such integration are outlined. It is advised that special schools should be retained in modified form. The modifications necessary to promote optimum personal and educational development are discussed.

Syftet med denna studie var att öka kunskapen om klass 1-7 lärares olika uppfattningar om hur man skapar gynnsamma lärsituationer för flickor med ADHD. Studien kommer att undersöka vad lärare har för erfarenheter av flickor med ADHD samt studera vilka uppfattningar lärare har om hur man skapar meningsfulla lärsituationer för flickor med ADHD.  I studien användes kvalitativa insamlingsmetoder i form av semistrukturerade intervjuer. Intresset riktades mot informanternas erfarenheter, berättelser och uppfattningar. Intervjuderna genomfördes individuellt med sex stycken legitimerade klass 1-7 grundskollärare vid fem olika grundskolor. Studiens empiri analyserades utifrån ett sociokulturellt perspektiv eftersom jag ville använda mig av en holistisk filosofi där människans syn på verkligheten är beroende av upplevelser. Texten bearbetades hermeneutiskt eftersom jag önskade ta människans bakgrund och tidigare erfarenheter i beaktande. I min studie intresserade jag mig för meningsfullhet när jag gjorde mina reflektioner av empirin. Studiens resultat visade att goda relationer har stor betydelse i interagerandet med flickor med ADHD. Respondenterna som deltog i intervjustudien hade alla erfarenheter av att flickor med ADHD kan ha svårt att styra sina känslor och internaliserar sina svårigheter. Känslor kan ta överhanden och man kan växla snabbt mellan olika sinnestillstånd. Studien visade att när läraren medverkar till goda relationer för flickor med ADHD så leder detta ofta till meningsfulla lärsituationer samtidigt som kunskapsmålen uppnås i skolan. Läraren behöver främst förstå flickan med ADHD och svårigheterna som kan höra ihop med funktionsnedsättningen för att kunna ge adekvat individuellt anpassat stöd. Respondenterna uppfattade att flickor med ADHD ofta överpresterar för att kompensera för sina svårigheter vilket kan leda till att kunskapsmålen uppnås men med ett högt pris i form av stress och i vissa fall psykisk ohälsa. Studien visar att det finns ett samband mellan goda relationer, meningsfullhet och uppnådda kunskapsmål. / The purpose of this study was to increase knowledge about class 1-7 teachers´different perceptions of how to create favorable learning situations for girls with ADHD. The study will examine teachers´experiences of girls with ADHD and study teachers´perceptions of how to create meaningful learning situations for girls with ADHD. The study used qualitative collection methods in the form of semi-structured interviews. The interest was directed towards the informants´experiences, stories and perceptions. The interviews were conducted individually with six licensed class 1-7 primary school teachers at five different primary schools. The empirical study was analyzed from a socio-cultural perspective because I wanted to use a holistic philosophy where the human view of reality depends on experiences. The text was hermeneutically processed because I wanted to take human background and previous experiences into account. In my study I became interested in meaningfulness when I did my reflections on empiricism.  The result of the study showed that good relationships are of great importance in interacting with girls with ADHD. All the respondents who participated in the interview study had experienced that girls with ADHD may have difficulty controlling their emotions and internalize their difficulties. Emotions can take over and there can be rapid changes between different states of mind. The study showed that when the teacher contributes to good relationships for girls with ADHD this often leads to meaningful learning situations while the knowledge goals are achieved in school. The teacher mainly needs to understand the girl with ADHD and the difficulties that may be associated with the disability in order to be able to provide adequate individually tailored support. The respondents perceived that girls with ADHD often overperform to compensate for their difficulties which can lead to the knowledge goals being achieved but with a high price in the form of stress and in some cases mental illness. The study shows that there is a connection between good relationships, meaningfulness and achieved knowledge goals.