Mainstream education was declared by the government of Botswana as a priority for educating learners with special educational needs especially those with Learning Difficulties - LD since 1984. The Revised National Policy on Education (1994) articulates governments‟ commitment to the education of all children, advocating for an inclusive education as much as is feasible. This study is an exploration of what teachers do in their schools and/or classrooms to implement inclusive education particularly looking at how they understand curriculum, curriculum adaptations and what they do to differentiate for learners who have LD through their teaching. Six primary schools in urban, semi-urban and rural areas were purposively selected and data were collected through classroom observations, interviews and document analysis. Seventeen participants participated in the study. The findings reveal that teachers‟ conceptualization and understanding of inclusive education seemed not to fit within the national requirements of using learner-centred approaches. The findings also reveal that the teachers‟ conceptualisation and understanding of inclusive education seem embedded within the cultural concept of „botho‟ (respect for humanity), a discourse which takes into account accepting all individuals. Although participants embrace the concept of inclusive education, this seems to be on a theoretical basis since in practice it seems that learners who have LD were not given learning opportunities which allow them to participate in the teaching and learning process. Finally, participants identify some barriers such as an examination oriented curriculum, class sizes and lack of teachers‟ skills and knowledge as areas which hinder the implementation of inclusive education. The study challenges the traditional use of authoritarian approaches of teaching as one way of perpetuating exclusionary circumstances within Botswana schools as it leaves learners who have LD with little chance of accessing the curriculum. A dynamic constructive relationship between curriculum, teachers and learners is suggested, moving from „teaching the curriculum‟ to „understanding and developing inclusive curricula‟ within a social constructivist discourse.

Syftet med den här studien är att utveckla en förståelse för om eller hur den undervisning som förespråkas i Matematiklyftet skapar möjligheter till en ökad måluppfyllelse för SUM-elever (SUM-särskilda utbildningsbehov i matematik)? I studien har en kvalitativ textanalys av innehållet i Matematiklyftets modul ”Taluppfattning och tals användning årskurs 1-3” genomförts för att studera undervisningen och hur den möter SUM-elevernas särskilda utbildningsbehov i matematik. Studien visar att Matematiklyftet förordar en undervisning som i hög grad överensstämmer med forskning om lämplig undervisning för SUM-elever men genom studien har några svagheter identifierats. Bland annat har SUM-elever i regel behov av en mer strukturerad, explicit och lärarledd undervisning än vad som huvudsakligen rekommenderas i Matematiklyftet. SUM-elever är även i stort behov av en cyklisk undervisning med repetition och regelbundna återkopplingar till tidigare undervisningsområden något som inte framhävs tydligt i materialet. Trots dessa anmärkningar så menar vi att den undervisning som rekommenderas i Matematiklyftet både stärker och lyfter undervisningens kvalité för alla elever vilket borde skapa möjligheter till en ökad måluppfyllelse. / The aim of this study is to analyze if or how the teaching that is stipulated in Matematiklyftet creates opportunities for better achievements for SEN-students (SEN- special education needs). We performed a qualitative text analysis of the content of the module “Taluppfattning och tals användning årskurs 1-3” (Number sense and the use of number in grade 1-3) in Matematiklyftet to study how it meet the SEN-students special educational needs in mathematics . The study shows that teaching advocated for SEN-students in Matematiklyftet largely correspond with current research. However, the study also exposes some weaknesses in Matematiklyftet with recommendations not in line with available research. For example SEN-students usually needs a more structured, explicit and teacher-led instruction than  recommended in Matematiklyftet. SEN- students are also in great need of a cyclical teaching with regular feedback and rehearsal of past teaching areas which are not clearly highlighted in Matematiklyftet. We think that despite these weaknesses, Matematiklyftet will fulfil its role by strengthen and develop the teaching quality for all students, which should create opportunities for increased achievement.

An attempt was made to further establish the validity of the Polyfactor Test of Marital Difficulties, a relatively new, yet potentially valuable sentence completion, self-rating marital difficulties test. . Another test, the Marital Adjustment Inventory was also used for comparison purposes.

A problem which confronts education today, and which causes many children to be unsuccessful in academic achievement, is retarded reading.

Paper 1: An exploratory study of the systems of support to help young males with Social, Emotional and Behavioural Difficulties to remain in post 16 Education Abstract This paper is positioned within a co-operative inquiry interpretative paradigm. This paper is one of two. This study focused on YP with Social, Emotional and Behavioural Difficulties (SEBD) and their views and experiences of the system of support to help them remain in EET. An adapted co-operative inquiry (CI) methodology was employed which emphasised participation This research aimed to address this gap by giving voice to the YP and their views of the education system. Additionally, the views of the YP were sought to deepen our understanding of YP’s needs and level of support they require to remain in EET. The research took place in a unitary authority in the South West of England. The participants in paper one were five male students who had left specialist provision for YP with SEBD following completion of year 11. Ages ranged from 16.5-17 years. Their views were elicited through individual semi-structured interviews which were analysed using a thematic analysis approach (Braun and Clarke 2006). The key finding from paper one was the value YP placed on relationships they formed with practitioners who supported them. For many of the YP Grovehill School (SEBD) was their first positive experience of the education system. The YP making the transition into mainstream EET expressed the view that there was no support in place once they left Grovehill. Additionally, the lack of practitioners in post-16 that knew and understood their needs, coupled with feelings of a lack of belonging and acceptance in their new environment, were identified as particularly challenging. Three out of the five participants became NEET before the end of their second year of post-16 EET. The YP identified the presence of Erica, a learning mentor as the most important source of support. However when the YP were unable to access Erica it was evident that the lack of a wider system of pastoral support presented as a significant challenge for this vulnerable group. Findings from papers one and two were assimilated and the implications for improving future policy and practice were considered in the final section of paper two. Consideration was also given to the role Educational Psychologists (EPs) and how EPs could inform future ways of partnership working to secure positive outcomes for YP with SEBD. Paper Two: An exploration of practitioner’s view of the current system of support for YP with SEBD making the transition into post-16 mainstream education, employment and/or training Abstract The aim of this paper was to explore practitioner’s views and experiences of the system of support in place to meet the need of YP with SEBD making the transition from specialist to mainstream post-16 EET. This small scale study was conducted in a unitary authority in the South West of England. A total of eleven participants took part in the semi structured interviews (six males and five females). The participants were selected to represent the range of provisions offered to YP with SEBD in post-16 EET. Semi-structured interviews were used to elicit their views. A thematic analysis approach to analysis was adopted. Findings were that practitioners identified the importance of cultivating caring relationships, however, a distinction emerged in the FE setting were the focus was on behaving like an adult and conforming to an existing system. Disparities also emerged between settings value and beliefs systems, which appeared to shape the teaching practice and interaction with YP. The lack of support practitioners receive from outside agencies to understand and support YP with SEBD emerged as important factor. Additionally, issues such as the impact of the change of environment from specialist to mainstream EET and school culture emerged as salient features. The dilemma of inclusion versus attainment was found to be a significant challenge for practitioners when trying to meet the needs of the YP. Findings which related specifically to transition identified; across settings there was a lack of a formal transition plan and limited access to resources and funding in post-16 settings. Within FE settings the lack of accessible pastoral support was identified as a key area for development. Finally, all participants identified the need for a clear strategic vision to inform future practice. Systems theory provided a useful conceptual framework to understand the complexity of the interlinked factors which impact on YP access, or lack of access to support to help them remain in EET. Shared themes were identified across the phases of the study which identified that it is not one single factor, but rather a combination of interlinked factors which contribute to YP becoming NEET. The information gathered showed participants across the settings recognised the need for greater partnership working and help for practitioners to help them understand and support YP with SEBD. The study also illuminated the need for better communication between practitioners and the wider system of support. Additionally, the study identified a clear role for EPs in supporting YP and practitioners and implications for EP role are discussed. The study has provided a timely insight into the current system of support for YP with SEBD in light of the move for YP to remain in EET up until the age of 18.

Syftet med denna studie är att undersöka hur lärare i F-3 kan undervisa för att stödja elever med låga prestationer i matematik. Utifrån syftet konkretiserades en frågeställning för att göra studien undersökningsbar: Hur kan lärare undervisa för att hjälpa elever i allmänna matematiksvårigheter? Metoden som valdes för att undersöka denna fråga var en systematisk litteraturstudie. Sökning av relevant litteratur har skett genom olika databaser, litteraturen har granskats och analyserats för att sedan sammanställas till ett resultat. Resultatet visar en varierande bild på hur lärare ska arbeta för att stödja elever i allmänna matematiksvårigheter. Strategiundervisning bör vara en central roll i undervisningen. Beroende på elevers individuella förutsättningar bör antingen läraren styra inlärningen av strategier eller låta elever utveckla en flexibilitet i sin egen strategiutveckling. Resultatet visar på vikten av att läraren bör ha matematiska samtal med eleverna och användning av teknologiska spel i undervisningen visades även vara positivt för elever i låga prestationer i matematik. Slutsatserna av denna studie är att lärare måste erfara elevers individuella förutsättningar för att kunna stödja dem på bästa sätt där matematiska samtal och strategiutbildning ska vara en central roll i matematikundervisningen.

Sensory integration based paediatric occupational therapists working in schools commonly function with a dual role of providing the child with therapy to assist the child to function optimally as well as act as consultants in assisting teachers to develop strategies to help promote the classroom performance of students with sensory processing difficulties. A single-group pre test post test quasi-experimental research design was used in this pilot study on a convenient sample of 11 participants to explore the effects before and after exposure to the intervention of a sensory diet on the in-seat behaviours of the child and determine whether the desirable sensory input is effective in improving the performance of children with sensory processing difficulties during a handwriting lesson. The behaviours showing the highest trend of improvement in the hypothesized direction included less distractibility and trend of work ethos related behaviours (not giving up easily and completing the task; being less impulsive, not working too fast, better planning; better able to initiate and carry tasks out independently). Trends of various in-seat behaviours (restless, overactive and fidgety, disorganized on self and in his work, difficulty in getting down to his work, slow to complete a task) to regress in the hypothesized direction were also noted. Descriptive and statistical analysis was performed to examine trends in changes of pre- and post-intervention behavioural scores. The data were also analysed using Poisson’s regression to the normal distribution to calculate p values (using a chisquared distribution) to compare the number of observations in a period of time intervals. Implications of the results of the study for therapists working with students with sensory processing difficulties and their teachers are discussed.

Malawian physical science teachers (PSTs) perceive nuclear physics to be the most difficult physics topic. This study investigated: reasons PSTs would give for this perception, teaching strategies that some PSTs would use to address learning difficulties in nuclear physics, reasons the teachers would give for using certain strategies and nature of the PSTs’ pedagogical content knowledge (PCK) in nuclear physics. Assumptions of the interpretivist paradigm and the theoretical framework of PCK guided the data collection, organisation and analysis processes. Thirty teachers completed a questionnaire, which enabled me to identify PSTs who chose nuclear physics as the most difficult, difficult aspects of nuclear physics and reasons those aspects are difficult. Stratified purposive sampling was then used to choose four case teachers. I observed two lessons on nuclear physics for each case teacher by video recording them. I interviewed each case teacher before and after both lessons. I also interviewed a group of students after each lesson. Video recordings were discussed with the respective teachers. Some documents were collected. All interviews and video recordings were transcribed into text, coded using Atlas.ti 5.2 and analysed inductively. Content analysis was used with documents. Some learning difficulties surface during lessons and they mainly related to student conceptions, nature of concepts and mathematical manipulations. The case teachers could not anticipate most of them, irrespective of qualification. It would seem the teachers were hardly aware of lesson-specific difficulties. The case teachers used combinations of strategies that focused on transmission of information. The teachers hardly probed student thinking. Reasons given for strategies adopted revealed that qualified teachers emphasised only content while the under-qualified ones also emphasised pedagogy. iv Also qualified case teachers ascertained student understanding more frequently than the less qualified ones. Also one of the qualified teachers was able to articulate main ideas of the lessons, while the other three could hardly do so. I conclude that teachers with similar characteristics as those studied here need assistance to develop the following aspects of PCK in nuclear physics: awareness of learning difficulties, use of strategies that are based on student thinking and ability to articulate main ideas.

This paper aims to study the effect of visual aid in listening comprehension tests for Swedish secondary school pupil. The study also looks at the effects visual aid has for pupils who have difficulty concentrating and lastly to study the effect that previous knowledge has on the pupils’ performance. The study was carried out on 45 economy pupils who study engelska 6, the second English course in secondary school. They performed two tests; one listening comprehension test without visual aid and another listening comprehension test with visual aid. The results indicated that a slight majority of pupils performed better with the test with visual aid but that the difference was scattered, with some pupils having lower results on the test with visual aid. The participants with difficulties concentrating were too few in number to draw any definitive conclusions, but as a group they performed better when they had the visual aid.

Inúmeras razões podem levar uma empresa até então saudável a enfrentar dificuldades financeiras. Entretanto, as pesquisas demonstram que a falta de liquidez, geralmente, não é o problema central, mas apenas uma conseqüência de outros fatores que, possivelmente, já manifestaram seus sintomas antes da crise financeira se instalar. Se os primeiros indícios desta situação puderem ser percebidos em tempo hábil, talvez a espiral decrescente possa ser evitada ou revertida, desde que haja um trabalho consciente de detecção dos reais problemas enfrentados pela empresa, conjugado com intervenções rápidas e eficazes que restabeleçam o seu equilíbrio econômico e financeiro. Esta tese estuda todo este processo de recuperação de empresas em dificuldades financeiras, desde os sinais de uma eventual deterioração, o diagnóstico que identifique suas causas, a formulação de um plano de recuperação e a sua negociação com os stakeholders em circunstâncias de fortes conflitos de interesses, até o turnaround em si. Os objetivos centrais foram identificar fatores críticos que mais podem contribuir para o sucesso de uma recuperação e propor um modelo teórico que sirva de referência para a estruturação destes processos. Para tanto, esta tese desenvolveu uma significativa pesquisa qualitativa, com características descritivas, explicativas e exploratórias. A técnica utilizada como estratégia de coleta de dados foi a entrevista individual e em profundidade, visto que se buscava conhecer detalhes de um processo e o universo da pesquisa é composto por experts profissionais. Todas as entrevistas foram conduzidas com base em um formulário de pesquisa semi-estruturado e flexível, o que permitiu grande interação ao longo de diálogos orientados. A amostra da pesquisa se baseou no critério da representatividade, permitindo aprofundamento, abrangência e diversidade na compreensão das múltiplas dimensões de um turnaround. Foram entrevistados conceituados consultores com vasta experiência nesta atividade, além de outros importantes agentes envolvidos neste processo, como investidores, gestores, advogados e administradores judiciais. Trata-se de uma amostra representativa, cujo valor provém do conhecimento, da experiência e da reputação dos profissionais ouvidos. Os resultados da pesquisa distinguem causas e sintomas das crises financeiras e evidenciam a existência de problemas recorrentes, padrões de atitudes, erros e comportamentos que precedem o insucesso das empresas. Foram identificados dez fatores críticos de sucesso para a recuperação de empresas em dificuldades financeiras; são eles: negociação, estabilização, tempo, atitude, os fundamentos do negócio, credibilidade, informação, unidade de comando, implementação e uma oportunidade. Por fim, foi proposto um modelo conceitual com três dimensões básicas: estratégica, organizacional e financeira, cujas fases em cada dimensão evoluem ao longo do tempo e afetam a função-objetivo da empresa. / A previously healthy company can find itself in financial difficulty for countless reasons. Research shows, however, that lack of liquidity is generally not the central problem, but a consequence of other factors, whose symptoms may have already started to appear before the financial crisis began. If the first signs of this situation can be recognized far enough in advance, the downward spiral may be avoided or even reversed, as long as there is a conscious effort to detect the company\'s real problems, together with quick, effective interventions to reestablish economic and financial balance. This thesis examines the whole turnaround process of companies in financial difficulty, from the first signs of deterioration, through a diagnosis of the causes, the formulation of a recovery plan and negotiations with stakeholders in a situation where there are strong conflicts of interests, to the actual turnaround itself. Our main objectives were to identify the critical factors that most contributed to the success of a recovery and to propose a theoretical model to serve as a reference for the structuring of these processes. To this end, this thesis involved an extensive qualitative study, which was descriptive, explanatory, and exploratory. We used in-depth, individual interviews as a data collection strategy, since we were interested in the details of the process, and the interviewees were all experts. All of the interviews were based on a loosely structured, flexible questionnaire, which allowed a great deal of interaction throughout the prompted conversations. Study participants were chosen for their representativeness, allowing for depth, breadth, and diversity in the understanding of the multiple dimensions of a turnaround. We interviewed highly respected consultants with extensive experience in the area, as well as other important agents in the process, such as investors, managers, lawyers, and legal administrators. It is a representative sampling, whose value is derived from the knowledge, experience, and reputation of the professionals interviewed. The results of the study distinguish between causes and symptoms of financial crises and show that there are recurrent problems and patterns of attitudes, errors, and behaviors that precede such crises within companies. We identified ten factors critical to the successful recovery of companies experiencing financial difficulties, these being: negotiation, stabilization, time, attitude, business foundations, credibility, information, unity of command, implementation, and an opportunity. Finally, we propose a conceptual model with three basic dimensions - strategic, organizational, and financial - whose phases in each dimension develop over time and affect the objective function of the company.