Doctor of Philosophy / Department of Agronomy / Steve J. Thien / This phenomenological study explored horticultural students’ intellectual development as defined by William Perry’s Scheme. Perry’s theory of intellectual development helps describe the progression in college student thinking from simple to complex. These patterns of development act as filters through which a student ascribes meaning to their world. The objectives of this study were to: 1) explore the reliability of using the Learning Environment Preference Inventory (LEP) instrument’s Cognitive Complexity Indicator (CCI) scores as a tool to recognize the positions of cognitive complexity of horticultural students, the nature of this complexity and if gender, age, class status, or previous horticultural experience would influence CCI scores; 2) determine if specific teaching methods designed to promote active involvement at a higher level of exchange than lecture might influence scores; 3) describe the effects of the collaborative interactions with classmates and instructor; 4) determine whether student journals would reveal changes in their cognitive complexity or perception of learning as a result of their learning environment and; 5) discover other significant issues that could produce advancement along the Perry scale. Students in this study began their experiences no lower than Perry position two and ranged as high as position four. The initial CCI scores affirmed that many upper-division horticultural students were still operating in Perry positions two and three. Analysis of the interviews revealed: 1) that instructor techniques may positively or negatively influence individual students ideal learning environment; 2) there are significant issues that influence student ideal learning environments; 3) learning is viewed as the responsibility of the instructor, and; 4) students prefer hands-on learning. The students CCI scores did not show upward movement as a direct result of collaborative learning, although the voices of several students expressed both benefits and drawbacks of this type of learning. Journal writing did not reveal any changes in students’ level of thinking or perception of learning but they did reveal other aspects of student learning and attitudes. An understanding of Perry’s Scheme helped the researcher to recognize that student perspective, behavior, and performance is conditioned more by the students’ cognitive complexity than by peer interaction or by teaching methodology.

This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria. The participants in the study were first year students registered for a second semester module in Educational Psychology in the faculty of education. The size of the sample was nine (22,5%) male students and 31 (77,5%) female students. At the time of participation, the participants had attended university for a period of at least six months and had written tests and one examination. The Interactive Qualitative Analysis (IQA) method as described by Northcutt and McCoy (2004) was used to elicit participants’ knowledge and experiences of the research phenomenon. The participants were expected to complete an instrument that required them to indicate the direction of three relationships between all combinations of the themes which were selected on the basis of literature review. The participants were required to indicate how they perceive the nature of relationships between themes that were developed by the researcher as associated with self-regulated learning in a system of cause and effect. The main findings of the study indicate that language of instruction and student personality are primary drivers that determine the academic success of the students. The two themes exert great influence on other themes that are involved in the teaching-learning environment. Academic success emerged as primary outcome which means that it is a theme that depends to a large extent on how the other themes that exist in the teaching-learning environment are structured. The findings of the study indicate that there is no significant difference that exists in the male and female participants’ perception of the factors that influence self-regulation in learning. In both sample primary drivers were language of instruction and students’ personality and the primary outcome was academic success. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

This research is an attempt to obtain insight in the influence of ICT and the information society on the labour environment of the officers of the Netherlands Defence Organization and to determine the competence of those officers in a number of information, communication and technological areas associated with the changed ways of working in the information society as they are discussed in the literature. What was found is that a substantial number of officers are not fully prepared to participate in the new ways of working required in the information society. The implications of those findings for a digital learning environment for the Netherlands Defence Academy are discussed and a general model for information, communication and technological competencies for managers in the information society is proposed based on the results of the case study. / Thesis (PhD (Computer-Integrated Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

School climate has been of interest internationally for a number of years not only because school climate has been linked to the effectiveness of the school but also to learner achievement. School climate was the focus of this research study and in particular the development of a school climate questionnaire for learners in Pretoria schools. Prominent factors influencing school climate were identified from literature and six of the more prominent factors were selected for study namely cohesiveness, trust, respect, control, violence and physical infrastructure. These were conceptualised in terms of systems theory using an input-throughput-output model. Input into the system is the learners, educators, principals, policies on school-level as well as policies on National level and resources. The throughput was considered as the process of interaction between the learners, educators and principals and how this influences cohesiveness, trust, respect, control, violence and physical infrastructure. The interplay results in behaviours, perceptions and attitudes of the principal, educators and learners, which influences the atmosphere within the school (output). Survey research was undertaken in order to collect data on the six factors from the perspective of the learner. A self-administered questionnaire was used and was developed based on numerous school climate instruments. These instruments were studied and items associated to the factors were identified for possible inclusion in the questionnaire. The items chosen were then taken and rephrased to make them relevant for the South African context. Experts in the fields of psychology, education and instrument development rated the items in terms of appropriateness, relevance, language and readability. The comments were then included and the questionnaire piloted in one school in Pretoria. Based on an initial analysis minor changes were made to the questionnaire, which was then administered in three schools in and around Pretoria. In total 608 learners participated in the study, 166 learners in the pilot study and 442 learners in the main study. Some problems were identified with the questionnaire, which included the language of the items and that of the learners. The instrument was found to have face and content validity. The initial reliability analysis indicated that some of the factors attained reliability coefficients that were lower than the set limits. As a result item-total analysis was undertaken and it was found that certain items did not correlate well with the scale. A factor analysis was also undertaken for further scale development. Five factors were extracted using principal components analysis; the previously conceptualised factors were incorporated in different ways than anticipated. These factors were conceptualised and named Interaction, Cohesion, Learning environment (which is on a classroom level) and Resources. The only factor that concurred with the original conceptualized factors was Violence. The developed questionnaire clearly depicted these individual aspects of school climate and could distinguish between the different school contexts. / Dissertation (MA (Research Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, Durban University of Technology, Durban, South Africa, 2017. / Background The imperative of clinical education in chiropractic is to endow students with the clinical competencies and professional attributes necessary for independent practice. The clinical practicum exposes chiropractic students to the realities, demands and expectations of patient care through immersion into the clinical learning environment. Various authors emphasise the importance of obtaining a student’s perspective of their experiences within this environment as it is essential to curriculum development and improvement, delivery of quality clinical education, and student satisfaction with their standard of education. Interestingly, unlike in other health professions’ disciplines, the clinical experiences of chiropractic students who have commenced their clinical practicum have scarcely been described in international literature. This study is the first of its kind to record the clinical experiences of chiropractic students during their clinical practicum in South Africa. Aim The aim of this study was to explore and describe the clinical experiences of first-time registered Master’s chiropractic students during their clinical practicum component at the Durban University of Technology Chiropractic Day Clinic in 2016. Method A qualitative, exploratory, descriptive approach was utilised. A purposive sample of 15 first-time registered Master’s chiropractic students was interviewed. Their clinical experiences during the clinical practicum were obtained through semi-structured interviews. Seven key questions, each relating to a specific aspect of the clinical practicum, were used to stimulate discussion. The data were recorded electronically and thereafter transcribed. Thematic analysis was used to interpret the data. Results Four main themes were identified, viz. undergraduate education and pre-clinical preparation; experiences within the clinical learning environment; inter-personal relationships in a clinical learning environment, and appraisal of the clinical practicum. Participants reported that the undergraduate and pre-clinical preparatory phase needed to be more practically orientated in order to provide relevance and cohesion to clinical learning. Significant experiences in the clinical learning environment included personal and professional growth and development, perceptions of preparedness for independent practice, perceptions of patient responses to chiropractic care, administrative duties and clinic infrastructure. The interpersonal relationships that contributed to the overall clinical experience were between students and their clinical supervisors, and students and the administrative staff. The appraisal of the clinical practicum included highlights and positive aspects that shaped the attitudes, values and philosophies of students, as well as the challenges and obstacles they encountered within the clinical learning environment. Conclusion This is the first South African study to document the clinical experiences of first-time registered Master’s chiropractic students. These clinical experiences were based on a variety of organisational and curriculum-orientated factors, as well as interpersonal dynamics. While students acknowledged and appreciated the critical importance of clinical education, and valued the learning opportunities within the clinical setting, they also provided constructive feedback on matters needing improvement to enhance the overall clinical experience. The lack of exposure to patient care prior to the commencement of the clinical practicum negatively impacted the clinical experiences. It is recommended that the findings of this study be utilised by the key stakeholders within chiropractic education to enhance chiropractic clinical education in South Africa. / M

Orientador: Roxane Helena Rodrigues Rojo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T02:14:00Z (GMT). No. of bitstreams: 1 Dias_AnairValeniaMartins_D.pdf: 3003650 bytes, checksum: 72fd3939879bdfa350b8e1cfac90ba47 (MD5) Previous issue date: 2013 / Resumo: A presente pesquisa tem por objetivo compreender e refletir sobre o ensino de língua materna mediado pelas tecnologias e, além disso, tentar apontar caminhos que possam contribuir para a transformação na maneira como esse ensino tem sido efetivado nas escolas públicas. Para isso, optei por ministrar um curso para alunas (os) do 9ª ano do Ensino Fundamental de uma escola pública, que possuía laboratório de informática funcionando, no município de Uberlândia/MG. O curso foi desenvolvido entre os meses de agosto e dezembro de 2009 e organizado em torno de alguns eixos norteadores: (i) a definição do estudo de um gênero específico, a autobiografia, a partir do qual estudamos uma cadeia de gêneros; (ii) a utilização de uma proposta metodológica com base em uma sequência didática para o estudo do gênero autobiografia; (iii) o estudo de um aspecto linguístico significativo para o gênero abordado; (iv) o desenvolvimento de avatares, pelos alunos participantes do curso, com o objetivo de potencializar a recepção e a produção do gênero autobiografia e (v) a utilização da plataforma de ensino virtual TelEduc na efetivação do curso proposto. Como pressuposto teórico, filiei-me às perspectivas teóricas de Bakhtin (2003[1952-1953]) para discutir sobre os gêneros discursivos; de Swales (2004) para refletir sobre aspectos referentes à cadeia de gêneros; de Dolz e Schneuwly (2004[1996]) para discutir sobre sequência didática; de Lejeune (2008) para abordar questões referentes ao estudo do gênero autobiografia; de Koch (2003), (1996) e Travaglia (2011) para refletir sobre os usos significativos dos elementos coesivos, de Kalantzis; Cope (2006), (2003) e de Rojo (2009) para refletir sobre os multiletramentos. No desenvolvimento desta investigação busquei, portanto, mostrar que a utilização dos laboratórios de informática nas escolas deve partir de um fazer pedagógico significativo para o aluno. Nesse sentido, é possível afirmar que o ensino de língua materna pode ser potencializado pelo estudo dos gêneros discursivos em ambientes virtuais, bem como pelo trabalho pedagógico com avatares. Esse fato ficou evidenciado quando observei que os alunos-adolescentes, ao desenvolverem as atividades propostas durante o curso de produção de autobiografias, não promoveram distinção entre a sua própria história de vida e a história de vida do seu respectivo avatar. Esse aspecto especificamente foi importante porque favoreceu a recepção e a produção do gênero em questão, sendo o envolvimento dos alunosadolescentes com a escrita redimensionada quando passaram a escrever sob a égide de seu avatar / Abstract: This research aims at reflecting and understanding the teaching of mother tongue mediated by technologies, trying to point out ways that can contribute to the changes in the way of teaching in public schools. For this, I chose to teach a course for the 9th grade students from a public elementary school in Uberlandia/MG, where there was a computer lab working. The course was developed between August and December 2009 and organized with some guiding principles: (i) the definition of the study of a specific gender, autobiography, from which we studied a chain of genders, (ii) the use of a methodology based on a didactic sequence for the study of the autobiography gender, (iii) the study of a significant linguistic aspect to the gender approached, (iv) the development of avatars by the participants of the course, in order to enhance the production and reception of the autobiography gender and (v) the use of a virtual learning platform - the TelEduc - on which the proposed course was based. As a theoretical assumption, I based on the theoretical perspectives of Bakhtin (2003 [1952-1953]) to discuss discursive genders, of Swales (2004) to reflect on aspects relating to the chain of genders, of Dolz and Schneuwly (2004 [1996 ]) to discuss about didactic sequence; of Lejeune (2008) to deal with issues related to the study of the autobiography gender; of Koch (2003), (1996) and Travaglia (2011) to reflect on the significant uses of cohesive elements of Kalantzis; of Cope (2006), (2003) and of Rojo (2009) to reflect on multiliteracy. In developing this research I tried to show that the use of computer labs in schools should happen with a pedagogical work that is meaningful to the student. In this sense, I can say that the teaching of the mother tongue can be enhanced by the study of genders in virtual environments, as well as by the use of a pedagogical method with avatars. This fact became evident when I observed that the students, in developing the proposed activities during the course of producing autobiographies, did not distinguish their own life stories from the life stories of their respective avatar. This aspect was particularly important because it favored the production and reception of the gender in question and resized the involvement of the students with their writings when they started writing under the aegis of their avatars / Doutorado / Linguagem e Tecnologia / Doutora em Lingüística Aplicada

Orientador: Jose Armando Valente / Tesse (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-18T17:15:35Z (GMT). No. of bitstreams: 1 Rodriguez_CarlaLopes_D.pdf: 11016734 bytes, checksum: 6a2d545bb521a2719494194fb55a6e8b (MD5) Previous issue date: 2011 / Resumo: Esta tese tem como objetivo mostrar de quais formas a utilização de recursos audiovisuais, como câmeras digitais, aparelhos portáteis multiplayer e ferramentas hipermidiáticas disponíveis em um ambiente de Educação a Distância (EAD), pode favorecer a comunicação e a construção de conhecimentos em rede em um contexto de Inclusão Digital. Esses recursos foram utilizados para o processo de interação e produção de conhecimentos por uma Comunidade Virtual de Aprendizagem (CVA) em formação. Essa CVA, denominada Re@ge - Rede virtual de Agentes - instanciada no ambiente de EAD Tidia-Ae/Sakai, foi composta por pesquisadores, médicos, agentes comunitários de saúde, educador físico, enfermeiros e pessoas vinculadas aos espaços públicos de acesso as Tecnologias de Informação e Comunicação (TIC) do município de Pedreira, interior do estado de São Paulo (Brasil). Neste contexto, foram criadas situações colaborativas de aprendizagem onde os usuários/aprendizes se apropriavam dos procedimentos, estratégias e recursos disponíveis para coletar, discutir e gerar conteúdos multimidiáticos. Os conteúdos coletados eram compartilhados, discutidos e reelaborados pelos participantes na comunidade virtual e, posteriormente, distribuídos à população por meio de diferentes mídias. A metodologia utilizada para esta investigação foi a da pesquisa-ação e os dados coletados, por meio de questionários, entrevistas semiestruturadas e observação participante, foram analisados qualitativamente com o apoio do software para Classificação Hierárquica Implicativa e Coesiva (CHIC). A análise dos dados compilados explicitou como o uso dos recursos audiovisuais e ferramentas hipermidiáticas disponíveis, aliados às estratégias de capacitação utilizadas, possibilitaram as diferentes formas de expressão (texto, áudio, vídeo e foto), o estabelecimento da comunicação e a construção de conhecimentos entre os participantes da CVA. Com base nos resultados alcançados foi possível ainda compreender as potencialidades e os limites dos recursos disponíveis de forma que o seu uso pudesse ser capaz de incrementar o processo de interação, superando as limitações da capacitação nos moldes tradicionais e ampliando as possibilidades de aprendizagem / Abstract: This thesis aims to show how the use of audiovisual resources, such as digital cameras, handheld devices and multiplayer tools available in a hypermedia environment for Distance Education (EAD), can help build communication and networking skills in a context Digital Inclusion. These funds were used for the process of interaction and knowledge production by a Virtual Learning Community (VLC) in training. This VLC, called Re@ge - Network Virtual Agents - instantiated in the distance education environment Tidia-Ae/Sakai was comprised of researchers, physicians, community health agents, physical educator, nurses and other people linked to public spaces Access Technologies Information and Communication Technology (ICT) in the municipality of Pedreira, the state of São Paulo (Brazil). Thus, we created collaborative learning situations where the users/learners take ownership of the procedures, strategies and resources to gather, discuss and generate multimediatic content. The contents collected were shared, discussed and reworked by the participants in the virtual community and then distributed to the population through different media. The methodology for this research was action research and data collected through questionnaires, interviews and participant observation, were qualitatively analyzed with the assistance of software for Hierarchical Classification Implicative and Cohesive (CHIC). The analysis of data compiled explained how the use of audiovisual aids and hypermedia tools available, combined with capacity building strategies used, allowed the different forms of expression (text, audio, video and photo), the establishment of communication and the construction of knowledge among participants of the VLC. Based on the results was impossible to understand the potential and limits of available resources so that their use might be able to boost the interaction process, overcoming the limitations of training in the traditional and expanding learning opportunities / Doutorado / Artes Visuais / Doutor em Artes

Orientador: Jose Armando Valente / Acompanha 2 CD-ROM / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-14T09:56:57Z (GMT). No. of bitstreams: 1 Vazquez_BeatrizSanz_M.pdf: 2664810 bytes, checksum: ffca4f1ec78f120cf26eefdd9a931802 (MD5) Previous issue date: 2009 / Resumo: A passagem das memórias humanas à memória virtual coletiva configura a construção de um caminho que é possível trilhar a partir das histórias de vida, utilizadas, aqui, enquanto metodologia de pesquisa e de formação, compartilhadas em ambiente virtual de aprendizagem (AVA). Esta dissertação aborda esse processo, que se inicia com a história de vida desta pesquisadora, formando teias que, inevitavelmente, levam à rede estabelecida com estudantes dos cursos de Pedagogia e Normal Superior, ao longo do primeiro semestre de 2004. Essas memórias digitais interagiram no AVA TelEduc e iniciaram a formação dos nós da teia. Teorias referentes à memória embasam a dissertação, que apresenta uma análise qualitativa, a partir da utilização do software CHIC (Classificação Hierárquica Implicativa Coesiva), das relações estabelecidas nessa memória virtual coletiva, a qual congrega relatos de história de vida, comentários dos alunos e das docentes responsáveis pela disciplina e pelo AVA, impressões sobre contação de histórias e imagens representativas de aprendizagens significativas das teias que cada aluno formou. A construção da identidade dos alunos em formação por meio de suas memórias foi demonstrada a partir da análise das árvores geradas pelo software. Destaca-se, nas árvores, o grupo social familiar e sua inserção em outros contextos sociais, agregando-se a categorias de análise, estabelecidas pelas interações no AVA, tais como identificação emocional, aprendizagem significativa, características individuais, trabalho docente, palavras de encorajamento e brincadeiras de infância. Essas relações suscitaram identificações, significados, rememorações, construções de novas memórias, refazendo uma espiral de aprendizagem na construção da identidade dos alunos por meio das memórias virtuais, apresentando as inter-relações dessas memórias e sua importância na construção de uma história de vida passada, presente e futura. / Abstract: The passage from human memories to the collective virtual memory represents the construction of a path that can be tread through life stories, which are shared in virtual learning environment (VLE) that are used here as a methodology for research and training. This dissertation discusses this process, which begins with the story of the life of this researcher, forming webs that inevitably led to a network that was established with students from the University Education and Teacher courses throughout the first semester of 2004. These digital memories interacted in the TelEduc VLE and gave rise to the formation of knots in the web. Theories concerning memory are the basis of the dissertation, which represents a qualitative analysis, via the use of the CHIC (Cohesive Implicative Hierarchical Classification) software, of the relationships established in this collective virtual memory, which gathers reports of life stories, comments from students and from the faculty in charge of the courses and the VLE, impressions concerning the telling of stories, and representative images of meaningful learning experiences from the webs that each student formed. The construction of the identity of the students being formed in their memories was demonstrated using an analysis of the trees created by the software. In the trees, the family social group and its placement in other social contexts are highlighted, with analytical categories established by the interactions in the VLE being added, such as emotional identification, meaningful learning, individual characteristics, faculty work, words of encouragement and childhood games. These relationships lead to identifications, meanings, remembrances, and constructions of new memories, rebuilding a spiral of learning in the construction of the students' identity through the virtual memories, presenting the interrelations of these memories and their importance in the construction of the story of a life in the past, present and future. / Mestrado / Mestre em Multimeios

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-07T18:24:53Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ana Lucia Farão Carneiro de Siqueira.pdf: 1203537 bytes, checksum: bd1d26c88608f979c99314677b5c47ed (MD5) / Made available in DSpace on 2017-07-07T18:24:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ana Lucia Farão Carneiro de Siqueira.pdf: 1203537 bytes, checksum: bd1d26c88608f979c99314677b5c47ed (MD5) Previous issue date: 2017-04-24 / This dissertation was developed in the Master's Program in Education, in the research's line of Pedagogical Formation and Practice of Professional Teacher, from the University of Western Sao Paulo. The research aims to analyze the resources needed so that virtual learning environments can enable accessibility, autonomy and independence for students with visual impairment. This research adopts a qualitative approach. The study was carried out at a Public Higher Education Institution (HEI), located in the state of Sao Paulo, Brazil, which has been offering distance education courses since 2009, period in which was set up its Distance Education Center (known as NEaD). In this context, the Virtual Learning Environment (VLE) used by this HEI in the offer of courses in distance learning was analyzed. In addition to the analysis of this VLE, with the purpose of enriching the data and analyzes carried out, as well as to identify the level of accessibility of the learning environment and resources available, this study considered the participation of two subjects, that is, two Students Target Audience of Special Education (known as EPAEE) with visual impairment. The following instruments were used to collect data: observation and semi-structured interview. Researchers such as Moran, Santarosa, Sonza, Schlünzen, Trentin, Valente among others were studied in order to address aspects related to accessibility and technologies. Based on data gathered from the researcher's observation, added to information obtained with the invited participants and the theoretical basis studied, it was possible to present indicators needed for the inclusion of people with visual impairment in VLE in online courses, understanding which changes HEIs should trigger to adjust the attendance to these people / A presente dissertação foi desenvolvida no Programa de Mestrado em Educação, na linha de pesquisa de Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A pesquisa apresenta como objetivo geral, analisar os recursos necessários para que os ambientes virtuais de aprendizagem possibilitem a acessibilidade em um curso a distância, autonomia e independência de estudantes com deficiência visual. Esta pesquisa adota um enfoque qualitativo. O estudo foi realizado em uma Instituição de Ensino Superior (IES) pública, localizada no estado de São Paulo/SP, que oferta cursos na modalidade a distância desde 2009, período no qual implantou seu Núcleo de Educação a Distância (NEaD). Nesse contexto, foi analisado o Ambiente Virtual de Aprendizagem (AVA) utilizado por essa IES na oferta de cursos em EaD. Além da análise desse AVA, com o propósito de enriquecimento dos dados e análises realizadas, bem como da identificação do nível de acessibilidade do ambiente de aprendizagem e recursos disponíveis, foi considerada, nesta pesquisa, a participação de dois sujeitos, ou seja, de dois Estudantes Público Alvos da Educação Especial (EPAEE) com deficiência visual. Para a coleta de dados, foram utilizados os seguintes instrumentos: observação e entrevista semiestruturada. Também foram consultados pesquisadores como Moran, Santarosa, Sonza, Schlünzen, Trentin, Valente, entre outros, para abordar aspectos relacionados à acessibilidade e tecnologias. A partir dos dados levantados da observação da pesquisadora, somados às informações obtidas através dos sujeitos convidados e da base teórica estudada, tornou possível a apresentação de indicadores necessários para a inclusão de pessoas com deficiência visual (PDV) em AVA, em cursos na modalidade on-line e quais mudanças as IES devem desencadear para adequar o atendimento a essas pessoas.

There are various health promotion and preventive measures that can be done in schools. Creating accessible learning environments is such a way. In this qualitative study interviews are made with professionals in School Health Teams on what they think is important in the process of creating accessible learning environments for pupils with neuropsychiatric disorders. The results show that the different perspectives as well as the way in which the different professionals work in Student Health Teams affect the orientation of the work in Student Health Teams. It affects whether the efforts become general or individual and whether they become promotion, prevention or remedial action. The Lundin model - the pyramid of change (2017) that describes a possible way of running an accessibility work has proved to be partly in line with the informants' percep-tions. I have revised the model to include the National Agency for Education's definition of ac-cessible learning environments that also include socially and educationally accessible learning environment. The results show the need to raise the level of knowledge of the staff and the need to work with their core values because they affect the way the teachers treat pupils, and the op-portunities to make the school more accessible physically, pedagogically and socially. The study also shows practical examples of ways of making the learning environment accessible and that efforts that are good for students with neuropsychiatric disorders are good for all students. Suc-cessful perspectives for the work with accessible learning environments have proven to be a re-lational perspective and a salutogenic perspective. What all occupational groups emphasized was the importance of relationships and creating structure and comprehensibility for students with neuropsychiatric disorders, as well as for all other pupils. The empirical material is grouped under three themes: Awareness and approach, Accessible learning environments - in practice and Di-lemmas and governance. These themes also show that the revised model also needs to include dynamic aspects of change work as well as dilemmas and governance. The result also shows the need to obtain views from more types of informants such as pupils, teachers, principals and other staff.