This narrative inquiry examines the stories told by eight young New Zealanders who have experienced specific difficulties with learning. At the time of being interviewed, they were aged from 9-14 years and participating in regular school classes. For the purposes of the study, being a student was identified as a key occupational role and failing to achieve tasks associated with this role was viewed as failure to achieve role competency. The issue of learning difficulties has been extensively researched but rarely from the perspective of young people. A primary goal of the study was to obtain young people's perceptions of the experience of learning difficulties. This is consistent with international moves to obtain the views of young people through research. Narrative interviewing procedures were used and participants were invited to talk about the things they enjoyed doing and felt they are good at doing, as well as the things they had trouble doing. They proved to be capable informants and provided a rich range of narrative data. Interviews were audio taped, transcribed and interview transcripts were synthesised into a story format. Each participant had the opportunity to check their story and give their final consent to its use as data in this thesis. As part of the analytical process, core narratives were constructed to capture the essence of each participant's story, their unique narrative voice, relationship with others and fundamental message. These narratives are presented in full, introducing participants as characters in their own story and revealing the nature of the stories told. In addition, thematic narratives drawn from the stories have been collated into three key categories, which relate to self and learning efforts, relationship with the social world and being occupational. The narrative analysis found that learning difficulties occurred as a negative interruption in the progressive course of participants' story, with the potential to compromise their sense of identity and well-being. However, the study also found that when participants chose to characterise themselves in relation to occupations or roles in which they felt most successful, they were able to express a more positive and holistic identity than that of being "learning disabled". Furthermore, in the context of an occupational narrative that included their talents and abilities, learning difficulties were not necessarily the determining factor in how life was for them or where their lives might go. The implication of the study's findings relate to the importance for young people of not only experiencing competency in significant occupations and roles, but also being seen to be competent. This underpins a positive sense of identity and well-being, which is likely to link to their future. They need to understand for themselves and for those around them to understand, that it is possible to be intelligent yet have trouble with basic numeracy and literacy skills. Empathetic adults have a vital role to play in providing the information, opportunities and supportive context in which young people develop an understanding of their occupational competencies and become competent human beings. There is a place for further narrative research with young New Zealanders; there are many stories from other perspectives yet to be told. Ongoing research conducted through an occupational lens is needed to understand the way in which young people with learning difficulties develop, or fail to develop, an understanding of themselves as competent occupational beings and how this supports or constrains their transition through adolescence into adulthood.

Este estudo aborda a visão que o professor possui das dificuldades de aprendizagem. Tem como base teórica a Epistemologia Genética, focando mais especificamente a Tomada de Consciência. Delineou-se a pesquisa através de uma metodologia embasada na investigação qualitativa. O problema de pesquisa procurou questionar a visão que o docente tem de seus alunos com dificuldades de aprendizagem. Os dados foram coletados através de entrevistas semi-estruturas, inspiradas na abordagem clínica piagetiana, com docentes de ensino fundamental e médio. As categorias de análise foram criadas no estudo dos dados coletados. Seus achados demonstram desconhecimento das patologias de aprendizagem por parte dos professores, assim como ausência de tomada de consciência das relações entre o uso de uma metodologia inadequada e as dificuldades de aprendizagem. Os docentes demonstram que não avaliam sua forma de ensino, nem tampouco se questionam em relação ao fracasso da aprendizagem dos alunos. Relatam como causa das suas limitações a restrita formação universitária. Como conclusão, afirmase o desconhecimento do professor das dificuldades de aprendizagem e a necessária adequação dos currículos universitários, tendo em vista a inclusão de disciplinas que tratem das alterações na aprendizagem encontradas pelos docentes em sala de aula. / This study approaches the teachers' vision of the learning difficulties. Its theoretical base is Genetic Epistemology, specifically focusing on Becoming Conscient. The research is delineated through a methodology based in the qualitative inquiry. The research problem questioned the relation between the docent and students with learning difficulties. The data was collected from interviews semi-structures, inspired by Piaget's clinical boarding, with docents from both Junior High and High School. The categories of analysis were created during the study of the collected data. Its results demonstrate the teachers' unfamiliarity to learning pathologies, as well as absence of Becoming Conscient about the relation between the use of an inadequate methodology and the difficulties of learning. The docents demonstrate that they do not evaluate their own teaching methods, neither question themselves on the failure of the learning. They claim that the cause of their limitations is the restricted university graduation. As conclusion, the unfamiliarity of the professor with the learning difficulties is noticed, as the necessity of adequacy in the university programs, in which disciplines focusing the learning alterations the professors find in the classroom must be enclosed.

Flertalet elever i behov av stöd i läsning upplever svårigheter i matematik. Speciallärare vet att alla elever ska nå målen, men läroplanen och skollagen ger inga direktiv om hur detta ska genomföras.   Syftet med studien är att undersöka speciallärares kunskaper och kompetens kring relationen mellan lässvårigheter och matematiksvårigheter hos elever. Syftet är även att få en inblick i hur speciallärare beskriver sitt arbete med elever som har denna kombination av svårigheter samt undersöka vad som ligger till grund för deras arbetssätt.   Semistrukturerade intervjuer har genomförts med fem speciallärare verksamma på grundskolenivå. Intervjuerna bearbetades med en analysmodell framtagen utifrån Grounded Theory. Studien har det sociokulturella perspektivet som utgångspunkt.   I resultatet framgår att speciallärarna hade svårt att redogöra för hur relationen mellan läs- och matematiksvårigheter beskrivs i forskning eller hur den kan visa sig hos eleverna. Flera av lärarna ser ingen tydlig koppling hos sina elever. Resultatet visar också att speciallärarna arbetar med svenska och matematik som två skilda ämnen. Alla lärarna ansåg att specialundervisning ger bäst resultat utanför klassens ram. Samtliga uttryckte vikten av det sociokulturella lärandet med språket som grund.   För att arbetet med elever i lässvårigheter och matematiksvårigheter ska vara effektivt och leda till bättre måluppfyllelse behöver lärare kompetensutveckling kring relationen mellan läs- och matematiksvårigheter. / Most pupils with special needs in reading also experience difficulties in mathematics. Special education teachers know that all pupils should achieve the educational goals. However, the curriculum and the Swedish School Law do not describe how.   The aim of this study is to investigate the knowledge and the competence of special education teachers about the relationship between reading difficulties and mathematical difficulties in pupils. Also, the aim is to get insight into the way special education teachers describe their work with pupils in this kind of difficulties, and look into the basis for their working methods.   Semi-structured interviews have been done with five special education teachers active in elementary school. The interviews were processed with an analysis model constructed on Grounded Theory. This study is based on the socio-cultural perspective.   The result of the study shows that special education teachers found it hard to describe how the relationship between reading and mathematical difficulties is presented in research, or in what way it can be seen in pupils. Several of the teachers do not find a distinct connection in pupils. Also noticeable is the fact that the special education teachers treat Swedish and Mathematics as two different subjects. All teachers thought that special education gives best results beyond the class. All of them expressed the importance of socio-cultural learning based on language.   In order to get an effective work with pupils in reading and mathematical difficulties that leads to fulfilling educational goals the teachers need more knowledge of the relationship between reading and mathematical difficulties.

Este estudo aborda a visão que o professor possui das dificuldades de aprendizagem. Tem como base teórica a Epistemologia Genética, focando mais especificamente a Tomada de Consciência. Delineou-se a pesquisa através de uma metodologia embasada na investigação qualitativa. O problema de pesquisa procurou questionar a visão que o docente tem de seus alunos com dificuldades de aprendizagem. Os dados foram coletados através de entrevistas semi-estruturas, inspiradas na abordagem clínica piagetiana, com docentes de ensino fundamental e médio. As categorias de análise foram criadas no estudo dos dados coletados. Seus achados demonstram desconhecimento das patologias de aprendizagem por parte dos professores, assim como ausência de tomada de consciência das relações entre o uso de uma metodologia inadequada e as dificuldades de aprendizagem. Os docentes demonstram que não avaliam sua forma de ensino, nem tampouco se questionam em relação ao fracasso da aprendizagem dos alunos. Relatam como causa das suas limitações a restrita formação universitária. Como conclusão, afirmase o desconhecimento do professor das dificuldades de aprendizagem e a necessária adequação dos currículos universitários, tendo em vista a inclusão de disciplinas que tratem das alterações na aprendizagem encontradas pelos docentes em sala de aula. / This study approaches the teachers' vision of the learning difficulties. Its theoretical base is Genetic Epistemology, specifically focusing on Becoming Conscient. The research is delineated through a methodology based in the qualitative inquiry. The research problem questioned the relation between the docent and students with learning difficulties. The data was collected from interviews semi-structures, inspired by Piaget's clinical boarding, with docents from both Junior High and High School. The categories of analysis were created during the study of the collected data. Its results demonstrate the teachers' unfamiliarity to learning pathologies, as well as absence of Becoming Conscient about the relation between the use of an inadequate methodology and the difficulties of learning. The docents demonstrate that they do not evaluate their own teaching methods, neither question themselves on the failure of the learning. They claim that the cause of their limitations is the restricted university graduation. As conclusion, the unfamiliarity of the professor with the learning difficulties is noticed, as the necessity of adequacy in the university programs, in which disciplines focusing the learning alterations the professors find in the classroom must be enclosed.

Este estudo aborda a visão que o professor possui das dificuldades de aprendizagem. Tem como base teórica a Epistemologia Genética, focando mais especificamente a Tomada de Consciência. Delineou-se a pesquisa através de uma metodologia embasada na investigação qualitativa. O problema de pesquisa procurou questionar a visão que o docente tem de seus alunos com dificuldades de aprendizagem. Os dados foram coletados através de entrevistas semi-estruturas, inspiradas na abordagem clínica piagetiana, com docentes de ensino fundamental e médio. As categorias de análise foram criadas no estudo dos dados coletados. Seus achados demonstram desconhecimento das patologias de aprendizagem por parte dos professores, assim como ausência de tomada de consciência das relações entre o uso de uma metodologia inadequada e as dificuldades de aprendizagem. Os docentes demonstram que não avaliam sua forma de ensino, nem tampouco se questionam em relação ao fracasso da aprendizagem dos alunos. Relatam como causa das suas limitações a restrita formação universitária. Como conclusão, afirmase o desconhecimento do professor das dificuldades de aprendizagem e a necessária adequação dos currículos universitários, tendo em vista a inclusão de disciplinas que tratem das alterações na aprendizagem encontradas pelos docentes em sala de aula. / This study approaches the teachers' vision of the learning difficulties. Its theoretical base is Genetic Epistemology, specifically focusing on Becoming Conscient. The research is delineated through a methodology based in the qualitative inquiry. The research problem questioned the relation between the docent and students with learning difficulties. The data was collected from interviews semi-structures, inspired by Piaget's clinical boarding, with docents from both Junior High and High School. The categories of analysis were created during the study of the collected data. Its results demonstrate the teachers' unfamiliarity to learning pathologies, as well as absence of Becoming Conscient about the relation between the use of an inadequate methodology and the difficulties of learning. The docents demonstrate that they do not evaluate their own teaching methods, neither question themselves on the failure of the learning. They claim that the cause of their limitations is the restricted university graduation. As conclusion, the unfamiliarity of the professor with the learning difficulties is noticed, as the necessity of adequacy in the university programs, in which disciplines focusing the learning alterations the professors find in the classroom must be enclosed.

Denna undersökning fokuserar på två olika aspekter av matematikundervisning. Den ena handlar om hur medvetna lärare är om dyslexi-relaterade svårigheter i matematikämnet och den andra om hur lärare organiserar matematiklektionerna. För att besvara frågeställningarna har en kvantitativ enkätstudie skickats ut och besvarats av lärare som har eller har haft elever med läs och skrivsvårigheter. Resultatet av studien visar på att den behavioristiska lärandeteorin är en tydlig del av undervisningens uppbyggnad. Det finns flera andra lärandeteorier som kan utläsas av vilka aktiviteter som sker under lektionerna, dessa lärandeteorier sker dock mer sällan. Ytterligare tyder resultatet på att elever med läs- och skrivsvårigheter blir påverkade av detta även under matematiklektionerna. / This study focuses on two different aspects of mathematics teaching. The first one is about how conscious teachers are about dyslexia-related difficulties in mathematics and the other one is about how teachers organize mathematics lessons. To answer the questions, a quantitative survey study was sent out and answered by teachers who have or have had students with reading and writing difficulties. The results of the study show that behavioral learning theory is a clear part of the structure of teaching. There are several other learning theories that can be observed from the activities that take place during the lessons, however, these activities happen less often than activities that are based on behaviorism. Further, the results indicate that students with reading and writing difficulties are affected by this even during mathematics lessons.

Sleep difficulties are a widespread problem that is often caused by high stress and can have negative consequences for many functions such as memory difficulties. The purpose of this thesis was to investigate gender differences between self-rated sleep difficulties, perceived stress and everyday life memory difficulties in university students. Furthermore, associations betweenself-rated sleep difficulties, stress and memory difficulties were investigated. To answer the research questions, three validated questionnaires were used regarding sleep difficulties measured with Insomnia Severity Index (ISI), perceived stress measured with Percevied Stress Scale (PSS) and memory difficulties measured with Prospective and Retrospective Memory Questionnaire (PRMQ). The survey was completed by 99 students at Luleå University of Technology, of which 88 answers (50 women and 38 men) were included in the analysis. The results showed that there were differences between women and men regarding perceived stress, where women reported higher levels of stress. Furthermore, the results showed positive associations between self-reported sleep difficulties and stress, as well as stress and self-reported memory difficulties. In a multiple regression analysis, perceived stress was the only factor associated with memory difficulties. In conclusion, the study showed that women experienced more stress than men, that stress and sleep are strongly correlated, and that stress was the only factor associated with memory difficulties in everyday life in university students. / Sömnsvårigheter är ett utbrett problem som ofta orsakas av hög stress och kan få negativa konsekvenser för många funktioner såsom minnessvårigheter. Syftet med denna examensuppsats var att undersöka könsskillnader mellan självskattade sömnsvårigheter, upplevd stress och minnessvårigheter hos universitetsstudenter. Vidare undersöktes associationer mellan självskattade sömnsvårigheter, stress och minnessvårigheter. För att besvara frågeställningarna användes tre validerade frågeformulär gällande sömnsvårigheter mätt med Insomnia Severity Index (ISI), upplevd stress mätt med Percevied Stress Scale (PSS) och minnessvårigheter mätt med Prospective and Retrospective Memory Questionnaire (PRMQ). Enkäterna besvarades av 99 universitetsstudenter vid Luleå tekniska universitet, där 88 enkätsvar (50 kvinnor och 38 män) sedan analyserades. Resultatet visade att det fanns skillnader mellan kvinnor och män gällande upplevd stress, där kvinnor rapporterade högre nivåer av stress. Vidare visade resultatet att det fanns positiva samband mellan självskattade sömnsvårigheter och stress, samt stress och självskattade minnessvårigheter. I en multipel regressionsanalys var upplevd stress den enda faktorn som var associerad med minnessvårigheter. Sammanfattningsvis visar studien att kvinnor upplever mer stress än män, att stress och sömn är starkt korrelerade samt att stress var den enda faktor som var associerad med minnessvårigheter i vardagen.

Elever som hamnar i matematiksvårigheter ska, utöver ledning och stimulans, genom extra anpassningar och/eller särskilt stöd få det stöd som krävs för att de ska kunna nå utbildningens mål. Elever erbjuds i en del fall, utöver stöd från ämneslärare i helklass, särskilt stöd av speciallärare, specialpedagoger eller lärare med specialpedagogisk kompetens. Det stödet kan ges i särskild undervisningsgrupp till skillnad från stöd från lärare som ges i den ordinarie undervisningen. Elever får därför undervisning av olika lärare och i den här studien undersöks lärarsamarbete kring undervisning av dessa elever. Syftet är att undersöka hur några ämneslärare, speciallärare/specialpedagog och lärare med specialpedagogisk kompetens i matematik samarbetar i det dagliga arbetet kring elever i behov av särskilt stöd. I den småskaliga studien undersöks lärarnas samarbete kring elever som delar sin undervisning och går mellan en klassrumssituation och en särskild undervisningsgrupp. Det är en kvalitativ studie där data har samlats in via semistrukturerade intervjuer. Elva lärare har deltagit i studien. Lärare avser här ämneslärare, speciallärare/specialpedagog och lärare med specialpedagogisk kompetens. Studiens resultat visar att skolorna oftast har en ”studio” eller motsvarande dit eleverna går vissa lektioner men att det verkar saknas ett systematiskt samarbete kring elever som får stöd i särskild undervisningsgrupp. I ”studion” finns större tillgång till laborativt och konkret material jämfört med i det vanliga klassrummet samt att fler uppgifter görs muntligen där. När eleven deltar i helklassundervisning ges eleven extra anpassningar i form av att läraren väljer vilka uppgifter eleven ska göra, möjlighet till paus under lektion och eleven arbetar oftast tyst för sig själv. De faktorer som påverkar samarbetet mellan lärarna upplevs vara organisation, kommunikation och relation.

Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.

The purpose of this study is to provide a ready reference that may be the basis for helping teachers develop a detailed program to meet some common social and emotional difficulties of six-year-old children. An analysis of the findings and opinions of clinical psychology and educational authorities pertinent to this problem should yield conclusions and recommendations which may be objective enough to lead to a better understanding of the six-year-old child.