Bakgrund: Demenssjukdomar är en av de vanligaste sjukdomarna idag. Beräknat finns det ca 47,5 miljoner människor världen över som har någon typ av demenssjukdom, varav 150 000 personer finns i Sverige. Syfte: Syftet är att beskriva hur anhöriga som vårdar personer med demenssjukdom upplever sitt dagliga liv. Metod: En kvalitativ litteraturöversikt har använts där data har samlats in från kvalitativa studier som sedan analyserats induktivt. Resultat: Anhöriga upplever att det är många negativa känslor involverade i att vara anhörigvårdare, så som stress, depression och att uppleva börda. Dock anser anhöriga att inte allt är negativt. Trots att framtiden kan se mörk ut finns det ändå det som är positivt. Dessa känslor är oftast glädje, kärlek och att de växer som personer. Anhöriga använder sig även av en rad strategier för att underlätta vardagen såsom att göra olika aktiviteter. Slutsats: Det är väldigt påfrestande att vara anhörigvårdare till en person med demenssjukdom. Flera negativa känslor kan uppstå men även positiva känslor kan upplevas. Det krävs kunskap om sig själv som anhörig men även om sjukdomen som personen har som vårdas. / Background: Dementia counts as one of the most common diseases today. Estimated, there are around 47.5 million people worldwide that has some kind of dementia, of which 150 000 persons are in Sweden. Purpose: The aim of the study is to describe relatives caring for persons with dementia are experiencing daily life. Method: A literature review has been used where data has been collected from qualitative studies and later been analyzed inductively. Results: Relatives experience that there are many negative emotions involved when they’re caring for someone with dementia. Emotions such as stress, depression and the feeling of carrying a burden. However, not everything is seen as negative. Although the future may not look so bright, there is still a lot of positive feelings involved. Some of the most common are joy, love, and the feeling of personal growth. Conclusion: It's highly stressful to be a family carer to a person with dementia. Several negative feelings may arise, but also positive emotions will be experienced. It requires knowledge of oneself as a relative but also about the disease that the person is being cared for.

Some people without disabilities may use patronizing speech when they talk to people with cognitive disabilities. This study asked college-aged students without disabilities to evaluate patronizing speech toward people with cognitive disabilities. They randomly read either one of two vignettes; in one vignette a cashier with no disability used patronizing speech toward a customer with a cognitive disability, and in the other vignette a cashier with no disability used nonpatronizing speech toward a customer with a cognitive disability. The participants evaluated the patronizing speech as being significantly less professional, appropriate, and common than the nonpatronizing speech. They rated the cashier as feeling significantly more warm, supportive, and nurturing when s/he used patronizing speech, and the customer as feeling significantly less respect when spoken to through patronizing speech. Significantly more participants believed they would have spoken differently than the cashier when s/he used patronizing speech.

Denna systematiska litteraturstudie upprättats av intresse att undersöka hur inkludering påverkar eleverna i matematiksvårigheter. Syftet med studien är att beskriva de utmaningar som läraren ställs inför vid inkludering av elever i matematiksvårigheter. Detta leder även till att det blir av intresse att undersöka sambandet mellan begreppen inkludering och elever i matematiksvårigheter. Resultatet visar på att många forskare ställer sig positiva till inkludering, men menar att lärare behöver mer kompetens på området. Det påvisas även att inkludering inte passar alla elever i matematiksvårigheter. Detta bland annat genom de signifikanta nivåskillnaderna som kan uppstå i en inkluderande matematikundervisning. Slutsatser som dragits i studien är att det behövs mer forskning på området, men även att de utmaningar läraren ställs inför vid inkludering av elever i matematiksvårigheter är väldigt individuellt. / This systematic literature review has an interest to investigate how inclusion affects students in mathematic disabilities. The purpose of this study is to highlight the challenges that teachers face with including students with mathematic disabilities. This also leads to an interest to investigate the relationship between concepts of inclusion and students in mathematic disabilities. Results show that many researchers are in favor of inclusion, but argues that teachers need more skills in the subject. It also demonstrates that inclusion doesn’t fit all students in mathematic disabilities. This particular by the significant differences in levels that can occur in an inclusive mathematic class-room. Conclusions made in this study are that more research is needed, but also that challenges teacher’s face with inclusion of students with mathematic disabilities is very individual.

Statewide accountability programs are incorporating academic growth estimates for general assessments. This transition focuses attention on modeling growth for students with significant cognitive disabilities (SWSCD) who take alternate assessments based on alternate achievement standards (AA-AAS), as most states attempt to structure their AA-AAS systems as similarly as possible to their general assessments (GA). Test scaling, group heterogeneity, small sample sizes, missing data, and the use of status-based assessments that were not necessarily designed to measure a developmental continuum complicate modeling growth for SWSCD. This study addressed these challenges by: (a) analyzing test results from a common scale, (b) modeling achievement and growth for students in multiple demographic and exceptionality categories, and (c) using multiple cohorts to increase sample sizes. Latent growth curve modeling (LGCM) was used to define growth estimates based on exceptionality, sex, race, and economic disadvantage. Unconditional latent class growth analysis (LCGA) was used to determine the number of homogeneous subgroups that existed within the heterogeneous population of SWSCD for subsequent growth mixture modeling (GMM). Unconditional GMM was used to define the number of homogeneous subgroups of students with similar intercept and growth patterns within the overall population of SWSCD. Discriminant function analysis (DFA) including student exceptionality, sex, race, and economic disadvantage status was also used to analyze class membership post hoc. SWSCD with different exceptionalities generally had significantly different average initial achievement but growth rates that did not differ significantly from each other. SWSCD classified as economically disadvantaged performed significantly lower than their peers in initial achievement, yet exhibited growth rates that were not statistically different than the reference group. This study also found evidence for two separate latent classes of students with exceptionalities on the Oregon AA-AAS. The first class had lower achievement and larger growth rates, while the second class had higher achievement and slower growth rates. Students identified as SLD and CD were generally higher-performing, while students identified as ID, ASD, and OI were lower performing across all analytic models.

Context: Sensor base data is being used for many purposes in designing various memory aid systems for cognitive impaired people. Different memory aids or reminder systems are based on various technologies such as NFC, accelerometer, GPS and gyroscope. Smart phones are equipped with such sensors and can be used for assistance of persons. In this study we use smart phone sensors in order to design a context aware reminder system to assist cognitive impaired people. Objectives: Different reminder systems, needs for such systems, technologies and models used to build a reminder system are identified in this research work. Ultimate goal of the study is to assist cognitive people in their daily life activities, using available embedded technologies of smart phones. Following objectives were set to achieve the goal of the thesis work: • What are reminder systems and why do we need such systems? • What are the different kinds of technologies reported in literature for reminder systems? • What are the issues encountered by cognitive impaired/elderly people while performing their daily life activities? • How to design and implement context aware reminder system using Smartphone embedded sensors? Methods: Mix method approach is used to carry out this study. Literature review is conducted based on the notion of systematic review. Data is collected through survey and interviews, conducted in south Sweden municipality, to analyze and indentify daily life issues and problems of cognitive people. Experiments are performed in real environment to test and verify our application. We evaluate the performance of activity recognition algorithm, implemented in the application, using Weka. Results: Various reminder systems, their needs and underlined technologies are identified and reported. Activities of daily living and issues addressed by these reminder systems are also identified. Survey and interviews help us to identify issues and problems faced by cognitive impaired/elderly while performing their daily life activities. For example, we find out that cognitive people not only forget their daily life activities but also during performing these activities. Conclusions: Many proposed models in literature are related to each other and use similar sensor based data from various technologies. Based on literature review, survey and interviews we have concluded that context based reminder system is essential for cognitive disabled people. It leads us to design a context based reminder system for android based smart phones. The preliminary tests help us to verify our model but there is absolute need for further empirical verification and validation.

Syfte: Syftet med denna litteraturstudie var att undersöka hur kognitiva och motoriska funktionsnedsättningar kan påverka den orala hälsan och den oral hälsorelaterade livskvalitén hos strokedrabbade individer. Metod: En litteraturstudie genomfördes baserad på 18 vetenskapliga originalartiklar. Sökning efter samtliga artiklar genomfördes i databaserna CINAHL, Medline och DOSS där särskilda inklusion och exklusions kriterier styrde valet av vilka artiklar som skulle användas. Därefter kvalitetsgranskades de utvalda artiklarna. Resultat: Strokerelaterad motoriska funktionsnedsättningar påverkar individens förmåga att sköta munhygienen och att tugga och svälja. Det har även påvisat att strokerelaterade motoriska funktionsnedsättningar hade statistisk signifikant påverkan på parodontal status (p <0,001). Kognitiva funktionsnedsättningar hos strokedrabbade individer visade en statistisk signifikant påverkan på hur ofta strokedrabbade individer borstade tänderna dagligen (p <0,001) samt en statistisk signifikant koppling till parodontit. Både motoriska och kognitiva funktionsnedsättningar uppvisade en påverkan på individens dagliga välbefinnande. Slutsats: Strokerelaterade motoriska och kognitiva funktionsnedsättningar har visats ha en påverkan på oral hälsa och oral hälsorelaterad livskvalité. Dock skulle mer forskning inom detta område vara gynnsam för både allmänheten och tandvårdspersonalen.

La presente investigación tuvo como objetivo determinar la relación que existe entre las variables resiliencia y calidad de vida familiar en padres de personas con discapacidad cognitiva. Se utilizó un método cuantitativo con un diseño de tipo correlacional. La muestra está conformada por 179 padres (23% hombres y 77% mujeres), con edades entre 24 y 86 años. Los instrumentos utilizados fueron; la escala adaptada de Resiliencia (Castilla, Coronel, Bonilla, Mendoza & Barboza, 2016) y la escala adaptada de Calidad de Vida Familiar (Córdoba, Verdugo & Gómez, 2011). Se presentan relaciones significativas positivas entre resiliencia y las dimensiones recursos familiares (moderada, .28), rol parental e interacción familiar (débiles, entre .17 y .19) del eje A (importancia) de la Calidad de Vida Familiar. Así como relaciones significativas positivas (débiles y moderadas, entre .21 y .35) entre resiliencia y todas las dimensiones del eje B (satisfacción). Respecto a las comparaciones, se presentan diferencias según el tipo de discapacidad, siendo los casos de Trastornos del Espectro Autista los más significativos. Según el grado de discapacidad, a mayor severidad menor calidad de vida familiar. Se concluyó, que existen relaciones significativas entre la resiliencia y calidad de vida familiar. / The objective of this research was to determine the relationship between the variables resilience and quality of family life in parents of people with cognitive disabilities. The sample is made up of 179 parents (23% men and 77% women), with ages between 24 and 86. The instruments used were: the Adapted Resilience Scale (Castilla et al. 2016) and the Adapted Family Quality of Life Scale (Córdoba, Verdugo & Gómez, 2011). There are positive significant relationships between resilience and the family resources dimensions (moderate, .28), parental role, and family interaction (weak, between .17 and .19) of axis A (importance) of quality of family life are found. There are also positive significant relationships (weak and moderate, amongst .21 and .35) between resilience and all dimensions of the B axis (satisfaction). Regarding these comparisons, there are differences based on the type of disability, with the cases of Autism Spectrum Disorders being the most significant. According to the degree of disability, the greater the severity, the lower the quality of family life. It was concluded that there are significant relationships between resilience and quality of family life. / Tesis

Video modeling is a recent buzzword in the vocabulary of special educators and other professionals who work with individuals with disabilities. This type of modeling has proven effective in many studies specifically for individuals with autism. Recent studies show the effectiveness of acquiring skills through observing a video recording of a model (themselves or another person) performing the skill correctly. The technique used in this study is video modeling with another individual as the model (VMO). The researchers looked at the acquisition of purchasing skills based on viewing the video model in the grocery store. The VMO was presented using an Apple iPod Touch where the student could easily access the video and use headphones to hear the VMO while shopping in the grocery store.This research involved three high school-aged participants with significant cognitive disabilities who displayed a need for purchasing skills within the grocery store. They were taught seven steps through the VMO in the grocery store. The skills were: (a) select shortest checkout lane, (b) put divider down and place items from the cart on the belt, (c) greet cashier, (d) pay cashier appropriate bill or combination of bills, (e) wait and take change and receipt from cashier, (f) thank cashier, and (g) take bag and carry belongings to the exit. In order to check for generalization of the skill, the participant was taken to different local grocery stores not involved in initial teaching once they acquired mastery at the original grocery store.Results indicated VMO increased responding for all three participants from the beginning of the study for purchasing groceries. All participants generalized the purchasing skills in other grocery stores; however, each participant required additional instruction via VMO or other prompting throughout the study.The results illustrate for educators and researchers that VMO represents a practical method for increasing skills in community settings. This also illustrates the need for VMO to be paired with additional instruction and should not be used as the only mode to teach a skill.

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