There were four aims identified for the study. Firstly, to become familiar with current research concerning children with learning difficulties in mainstream classes in primary schools. Secondly, to ascertain teachers' attitudes towards, and experience of, these children. Thirdly, to interview a sample of children identified by their teachers as performing in all academic areas at least 18 months behind the rest of the class. The purpose of the interview was to examine how they perceived their performance in reading and mathematics compared with the rest of the class, and to investigate their self-concepts. The final aim was to gain an understanding of the nature of the interaction between teachers and children with learning difficulties by observing a small sample of them, and a Control group, in class. Field work was conducted in three A.C.T. primary schools in 1984-85. The field work was divided into three stages. In Stage 1 a sample of 30 teachers volunteered to complete a questionnaire. In Stage 2 a sample of 30 children identified by their teachers as having learning difficulties was interviewed. In Stage 3, 6 of the previously identified children and 6 Control children were observed in class. Whilst the findings of these 3 stages of field work can only be presented tentatively due to the small sample sizes involved, there were some findings worthy of comment. For example, many teachers indicated a lack of pre-service training, or even in-service course attendance which could have provided a background to teaching children with learning difficulties. The childrens' responses indicated that their perception of their performance in reading compared with their peers was that they were &quotenot as good as the rest of the class.&quote However, for mathematics their perception was that their performance was more in the middle of the class. As a group their self-concept was low, as measured on the Coopersmith Self Esteem Inventory. From the observation it appeared that children with learning difficulties were on-task as much as the Control children. The teacher was twice as likely to interact with a child with learning difficulties than with a Control child, and the majority of these interactions were to impart instructions.

<p><strong>Bakgrund: </strong>ADHD är en neuropsykiatrisk sjukdom. Det är en relativt ny kunskap att även vuxna lever med ADHD och ett område som är under ständig utveckling. <strong>Syfte:</strong> Syftet med studien är att belysa hur det är att vara vuxen och leva med ADHD, med fokus på funktionshindret. <strong>Metod: </strong>En litteraturstudie har genomförts där sju stycken kvalitativa och kvantitativa artiklar granskades och analyserades.<strong> Resultat: </strong>Analysen påvisade fem gemensamma nämnare vid ADHD: Brist på impulskontroll, social problematik i mötet med andra, problem att organisera vardagen, diagnos: för eller nackdel för att kunna hantera vardagslivet och medicinens inverkan på personligheten i dagligt liv. <strong>Diskussion: </strong>Det<strong> </strong>framkom att<strong> </strong>personer som lever med ADHD använder sig av olika strategier för att hantera sin vardag. Strategierna kan ha både positiv och negativ inverkan på den funktionshindrades liv. Det visade sig också att impulsiviteten gjorde dem till mer olycksdrabbade bilförare.<strong> Slutsats: </strong>Sjukvårdspersonal kan behöva en ökad kunskap om funktionshindret ADHD för att lättare kunna bemöta och stötta individen på ett respektfullt sätt.</p> / <p><strong>Background:</strong> ADHD is a neuropsychiatric disease. It has only recently been discovered that also adults suffer from ADHD and this is an area under development. <strong>Aim:</strong> The aim is to illustrate what it is like to be an adult living with ADHD, with a focus on the functional disorder. <strong> Method: </strong>A literature study has been<strong> </strong>performed in which seven qualitative and quantitative articles were examined and analyzed. <strong>Result: </strong>The analysis showed five common denominators in the case of ADHD: loss of impulse control, difficulties socializing with others, problems organizing their everyday life, diagnosis: an advantage or a disadvantage in handling everyday life, and the effect of medication on their personality. <strong>Discussion: </strong>Persons living<strong> </strong>with ADHD use different strategies to cope with their everyday life. The strategies can have a positive or negative impact on the life of the person with the functional disorder. It was also shown that the impulsivity made them more accident-prone as car drivers. <strong>Conclusion:</strong> Healthcare staff may need more knowledge about ADHD to be able to treat and support affected persons in a respectful manner.</p>

<p><strong>Abstract</strong></p><p>All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics.</p><p>The study is performed on 7-9^th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education.</p><p>The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.</p>

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The purpose of this study was to document, by means of a literature review and empirical research, the phenomenon of resilience among adolescents with learning difficulties (LD). My study was motivated by a gap in current literature. Although there are some South African studies that explore the personal antecedents of resilience in youth with LD, there were almost no studies explaining what interpersonal antecedents might contribute to resilience. The aim of the empirical study was to investigate the phenomenon of resilience among adolescent learners coping with LD. This was done by conducting phenomenological research with ten learners who have LD and attend a school for learners with special learning needs. The findings of the study are in accordance with previous studies that suggest that resilience is encouraged by dynamic processes that are both interpersonal and intrapersonal. This study makes a contribution to theory in that it suggests that resilience among adolescent learners with LD is also encouraged by their home environment and the positive relationship with siblings that might be brought on by parents treating all their children impartially. This has not been noted in previous studies. This study also raises questions about whether inclusion of all learners in mainstream schools are beneficial to learners with LD. Because my study identified interpersonal processes (unconditional acceptance, safe spaces, championship and pedagogical expertise) that promoted resilience among those participants who took part in my study, my study contributes to what was understood about the process of resilience in learners with LD and in so doing contributes to practice in that guidelines could be drafted for Life Orientation teachers based on the findings of this study. These guidelines can enable dedicated teachers to adapt their classroom environment so that a learner with LD can benefit. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Sammanfattning I mitt examensarbete om dyskalkyli eller som det också kallas, specifika matematiksvårigheter vill jag visa på problematiken kring dessa inlärningssvårigheter, dels vill jag visa att det inte råder enighet bland forskare och andra professionella på ämnesområdet. Om verkligen dyskalkyli är en rimlig diagnos eller inte. Oenighet råder också om problemets omfattning samt vilka orsakerna är till att vissa elever får inlärningssvårigheter i matematikämnet. Jag drar även vissa paralleller och jämförelser med dyslexi eftersom denna diagnos är sedan länge accepterad och används utan ifrågasättande både i skolans värld och i resten av samhället. För att kunna genomföra detta examensarbete så har jag ägnat mig åt litteraturstudier, Internetsökningar, idéutbyte med matematiklärare samt tillbakablickar på mina egna erfarenheter som lärarvikarie. Eftersom jag själv under min skoltid och som student på lärarutbildningen haft stora problem med delar av matematiken så har det varit extra intressant att försöka belysa problemet kring inlärningssvårigheter i matematik. När jag studerat litteraturen så har jag funnit att två personer representerar skilda ståndpunkter angående matematiksvårigheter. Dessa personer är Björn Adler och Gunnar Sjöberg vilka båda två nog får anses vara två av landets ledande forskare på området. Deras åsikter går isär i många avseenden men även att de i vissa frågor är ganska överens. Vad jag också slås av är att Björn Adler verkar se problem kring matematiksvårigheter i ett ovanifrån perspektiv medan Gunnar Sjöberg som fortfarande verksam matematiklärare ser problemen mer ur elevperspektiv. Nyckelord: Dyskalkyli, matematiksvårigheter, inlärningsproblem / Abstract In my diploma paper on dyscalculia, or specific mathematics difficulties as it is also in known, I would like to highlight certain questions concerning these learning difficulties. I would like to show that there is no common view among researchers and professionals in the area on whether or not dyscalculia is a reasonable diagnosis. There is also no common view on the extent of the problem, nor what the reasons why some students get learning difficulties in mathematics are. I am also making some parallels and comparisons to dyslexia since the schools of today and the society in general have since a long time accepted this diagnose and use it without questioning. In order to be able to undertake my thesis I have studied literature, done internet research, had exchange of ideas with math teachers and also made use of my own experiences as a substitute teacher. Because of my own difficulties with different areas in math, both during my years in compulsory school, high school and also as a university student, I have found a special interest in trying to highlight these questions concerning learning difficulties in mathematics. When studying the literature I have found two persons that represent different position on mathematics difficulties; Björn Adler and Gunnar Sjöberg. Both may be regarded as two of the more prominent researchers in the area. Their opinion differs in many ways but also that they have some common views. I also found that Björn Adler seems to approach the mathematics difficulties from a different perspective than Gunnar Sjöberg who is still active as a math teacher and have the perspective from his pupils. Keywords: Dyscalculia, mathematics difficulties, learning problems

The purpose of this study was to determine the efficacy of the Behavioral Pediatrics Feeding Assessment Scale (BPFAS) in identifying children at risk for feeding difficulties when given to parents by interview versus without assistance. Thirty subjects from Emory Developmental Progress Clinic (Emory DPC) participated in the study and were randomized to receive the BPFAS either by interview or without assistance. Mean BPFAS scores were compared by survey administration method and nutrition referral status for the total cohort as well as by age (1.5 year) and weight status (<25th percentile, 25-75th percentile, >75th percentile) using the t-test. The association between survey administration method as well as nutrition referral status and referral score category (84) was determined using the Chi-square test, as was the relationship between nutrition referral status and the response to each BPFAS question. No difference in mean BPFAS score or referral score category by survey administration method was found in the total cohort. However, a higher BPFAS score was observed for children >1.5 years of age who were referred for nutrition intervention vs. not referred (95.33 vs. 62.5, respectively; p=0.004). There was also a significant association between the number of patients referred for nutrition intervention vs. not referred and referral score (11 vs. 19, respectively; p=0.041). There was no association between responses to individual BPFAS questions and nutrition referral status. In conclusion, evaluation of other feeding assessment surveys or the in-house development of a screening tool may be better alternatives for the Emory DPC.

Objective: To explore the decision making approaches used by nurses who chose to work in critical care and factors influencing the process of decision making. Design and methods Qualitative descriptive methods using semi-structured interviews with nurses who had chosen to work in critical care within the past year. Results Ten nurses weighed staying in their current positions with moving to critical care. Two nurses considered two or more specialty units. The nurses used rational-intuitive and satisficing decision making approaches in making their employment decision. Limited knowledge and unrealistic expectations of work life in critical care, pressure from others, and inadequate professional support made nurses’ employment decisions more difficult. Social support, personal values for growth and learning, and paid educational incentives within employment offers facilitated their employment decisions. Conclusions Several factors negatively influenced nurses’ decision making approaches to making an employment decision. Findings revealed the need for decision support interventions focused on making employment choices for nurses.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

Objective: To explore the decision making approaches used by nurses who chose to work in critical care and factors influencing the process of decision making. Design and methods Qualitative descriptive methods using semi-structured interviews with nurses who had chosen to work in critical care within the past year. Results Ten nurses weighed staying in their current positions with moving to critical care. Two nurses considered two or more specialty units. The nurses used rational-intuitive and satisficing decision making approaches in making their employment decision. Limited knowledge and unrealistic expectations of work life in critical care, pressure from others, and inadequate professional support made nurses’ employment decisions more difficult. Social support, personal values for growth and learning, and paid educational incentives within employment offers facilitated their employment decisions. Conclusions Several factors negatively influenced nurses’ decision making approaches to making an employment decision. Findings revealed the need for decision support interventions focused on making employment choices for nurses.