Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die Universele Verklaring van Menseregte van 1948, tesame met die hernieude onderneming van die wereldgemeenskap' op die Wereldkonferensie oor Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele • verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van lnsluiting sal aanvaar in die regering se pogings om die onderwys te hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die . agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se houding teenoor leerders in die algemeen 'n belangrike rol speel met betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer. Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig. In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van die onderwyser in die gewone skool teenoor die leerders met spesiale onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal Declaration of Human Rights, and the renewing of the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right, regardless of individual differences, gave rise to the worldwide trend in education known as Inclusion. All indications are that South Africa will also adopt the policy of Inclusion as part of the government's efforts to reform education. The policy of Inclusion has major implications for the teachers in the ordinary school, as they are both the subjects and the agents of reform. It is generally believed that teachers' attitudes towards learners plays a major role ·in the success of the teaching-learning events in the classroom. These attitudes are often influenced by .. the teachers' knowledge of the learners in their classrooms and their skill in teaching them. In view of literature that suggests that teachers are not adequately trained to meet the needs of learners, with special Educational needs, this study undertakes to investigate the attitude of teachers in the ordinary school towards learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)

Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die Universele Verklaring van Menseregte van 1948, tesame met die hernieude onderneming van die wereldgemeenskap' op die Wereldkonferensie oor Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele • verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van lnsluiting sal aanvaar in die regering se pogings om die onderwys te hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die . agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se houding teenoor leerders in die algemeen 'n belangrike rol speel met betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer. Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig. In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van die onderwyser in die gewone skool teenoor die leerders met spesiale onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal Declaration of Human Rights, and the renewing of the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right, regardless of individual differences, gave rise to the worldwide trend in education known as Inclusion. All indications are that South Africa will also adopt the policy of Inclusion as part of the government's efforts to reform education. The policy of Inclusion has major implications for the teachers in the ordinary school, as they are both the subjects and the agents of reform. It is generally believed that teachers' attitudes towards learners plays a major role ·in the success of the teaching-learning events in the classroom. These attitudes are often influenced by .. the teachers' knowledge of the learners in their classrooms and their skill in teaching them. In view of literature that suggests that teachers are not adequately trained to meet the needs of learners, with special Educational needs, this study undertakes to investigate the attitude of teachers in the ordinary school towards learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)

Syftet med denna studie är att synliggöra det interprofessionella samarbetet mellan specialllärare i matematikutveckling, specialpedagog och matematiklärare i relation till särskilda utbildningsbehov i matematik, SUM. Studien belyser samarbbetet genom begreppen interprofessionellt lärande, inkludering och tillgänglig lärmiljö. Som teoretiskt ramverk för studien har Engeströms (2001) aktivitetsteori använts. Tre verksamheter i två olika kommuner användes som studieobjekt. En kvalitativ forskningsansats valdes som metod för studien och datainsamlingen genomfördes med hjälp av fokusgruppsintervjuer samt observationer av samtal mellan matematiklärare, speciallärare i matematikutveckling och specialpedagog. Sammantaget framkommer att samarbete mellan professionerna förekommer i stor utsträckning. Dock sker samarbetet ofta mer genom information och enskilda lösningar där professionerna arbetar skilt från varandra än genom gemensam undervisning. Det upplevs mer effektivt att ta ut elever ensklit än att båda professionerna samarbetar i klassrummet samtidigt för att på så sätt lära av varandra och arbeta med en tillgänglig, inkluderande lärmiljö i relation till SUM. Samarabetet stannar på individnivå för såväl professionerna som eleven och utvecklar således varken professionerna eller den inkluderande lärmiljön i stort. / This study aims to identify interprofessional collaboration between special educational needs teachers in mathematics, special educational needs coordinators and mathematics teachers in relation to special educational needs in mathematsics. The stdy has focused on collaboration from the perspective of interprofessional learning, inclusion and an accessible learning enviroment. The research apporoach is qualitative and interviews in focus goups have been conducted as well as observations. The activity theory has functioned as the theoretical framwork through this study. Three public schools from two different municipalities were chosen for this study. The results show that collaboration between the different professions occurs frequently. However, the collaboration tends to relate more to presenting information or producing individual solutions where professins work side by side rather than together in the classroom. It is considered more efficient to extract students frpm ordinary education to provide extra support, than to collaborate within the classroom to develop the learning environment towards inclusion and learn from other professions in relation to special educational needs in mathematics. Thus, the collaboration remains on an individual level both professionally and for the students as opposed to generating new knowledge within the professions as well as an inclusive, learning environment.

This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner. / AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.

Denna studie är kvalitativ med intervjuer och litteraturstudier. Syftet har varit att undersöka läroplanen och uppdraget hos några anställda som har som målgrupp ”elever i behov av särskilt stöd”. Lärarna har inte likadan vidareutbildning. Min uppsats handlar om en del av den utbildning som finns för att kunna arbeta med elever i behov av särskilt stöd. De teoretiska utgångspunkterna är allmänna och gäller även för lärare med grundutbildning. Läroplanen, Lgr 11, griper tag i texten genomgående. Efter vidareutbildning för elever i behov av särskilt stöd kan man få många olika anställningar och uppdrag. Denna undersökning har belyst tre porträtt av två speciallärare och en specialpedagog. De har trots namnet inte samma uppdrag, men i vissa avsnitt har de vissa likheter. I intervjuerna framkommer att alla tre arbetar med elever i behov av särskilt stöd och den mesta undervisningen är organiserad på det viset att den är enskild. Alla tre, fyra med ett bortfall, arbetar på samma skola på landsbygden, dvs inte i storstadsområde. De ser möjligheterna med sitt uppdrag, men det är inte alltid som kunskaperna och kompetensen får chans att komma fram. I resultatredovisningen och analysen blir det tydligt att det finns något karakteristiskt med de lärare som vidareutbildar sig för uppdrag med elever i behov av särskilt stöd. Jag vill dock påpeka att detta är endast tre lärares uppfattning. Teoriavsnittet, med läroplanen som övergripande styrdokument, är valt för att läroplanen är så pass ny att den ännu inte har hunnit implementeras i skolorna, medan man säger att den är en del av uppdraget. Alla tre har de erfarenhet av att ingå i skolans pedagogiska ledningsgrupp. Studien tar även upp förväntningar med utbildning och anställning hos de intervjuade lärarna. En slutsats är: utbildning har betydelse både för att utföra uppdraget och för att få uppdraget. / This study is based on qualitative interviews and literature studies. The aim was to examine the mission statement of teachers who have been targeting “students in need of special support”. The teachers do not have the same training. My essay is about teacher training available to work with pupils with special needs. The theoretical approach is general and also applies to teachers with basic training. The curriculum, LGR 11, grabs the text throughout. After education for pupils with special needs it is possible to have many different jobs and assignments. This study has highlighted three portraits of specially educated teachers. They have, despite the name, not the same mission, but in some sections they have some similarities. The interviews reveal that all three are working with pupils with special needs and most of the teaching is organized in the sense that it is individual. All three, four with a dropout, are working at the same school in a rural area, that is, not in a metropolitan area. They see the potential of their mission, but it is not always that knowledge and expertise have the chance to surface. In the performance reporting and analysis, it becomes clear that there are a characteristic of the teachers in training for the mission with students in need of special support. I would point out that this is only three teachers' perception. Theory section, with the curriculum as an overall policy documents, is chosen as the curriculum is so new that it still had yet to be implemented in schools, while it is part of the mission. All three have experience to be part of the school's educational team. The study also outlines expectations with education and employment with the informants. One conclusion is that education is important both for performing the task and to get the assignment.

Magistro darbe analizuojamas vaikų dienos centrų vaidmuo tenkinant mokinių specialiuosius ugdymosi poreikius. Tyrime dalyvavo 109 dalyviai: 60 Šiaulių miesto bendrojo lavinimo mokyklų pedagogų, 40 Lietuvoje veikiančių vaikų dienos centrų darbuotojų, 5 Šiauliuose įsikūrusio dienos centro ugdytiniai, 3 minėto dienos centro ugdytinių tėvai (globėjai) ir specialioji pedagogė. Anketinės apklausos metodu siekta išsiaiškinti, bendrojo lavinimo mokyklų atstovų žinių pobūdį apie vaikų dienos centrus ir požiūrį į juose vykdomą veiklą bei galimą bendradarbiavimą. Taip pat, tirta Lietuvje veikiančių dienos centrų darbuotojų nuomonė, apie jų įstaigų veiklą, siūlomas paslaugas, pagalbos pobūdį. Siekta įvertinti vaikų dienos centrų teikiamų paslaugų įvairovę ir kryptingumą mokyklinio amžiaus vaikams ir jų tėvams. Užsibrėžta išsiaiškinti, kiek vaikų dienos centrus lankančių mokinių turi specialiųjų ugdymosi poreikių. Interviu apklausa tirta specialiųjų ugdymosi poreikių turinčių mokinių bei jų tėvų nuomonė apie dienos centrus ir juose teikiamas paslaugas. Taip pat, siekta atskleisti vaikų dienos centro, kaip papildomo resurso, tenkinant specialiųjų ugdymo(si) poreikių turinčių mokinių poreikius galimybę. Tyrimu nustatyta, kad didelė dalis mokyklų pedagogų mažai domisi vaikų užimtumu po pamokų, nežino, ar jų klasės ugdytiniai lanko dienos centrą. Pripažįstamas informacijos apie vaikų dienos centrus trūkumas. Labiau pabrėžiamas teigiamas vaikų dienos centrų vaidmuo mokinių užimtumo ir ugdymo... [toliau žr. visą tekstą] / The Master‘s thesis analyses the role of day care centers in meeting needs of pupils with special educational needs. To reach the result, was used questinnaire method. 109 people were involved in researc: 60 school pedagogues from Siauliai, 40 day care center specialists from all over Lithuania, 5 pupils from the day care center of Siauliai, 3 patents and a special needs educator who works in the same day care center. The main task of the questinnaire method was to find out the schools of general education knowledge of the nature of the child day care centers, and they approach to their current activities and possible cooperation. Also to find out the day care center specialist opinion about their institutions, the services offered and the nature of assistance. The objective was to assess the children's day care centers for the various services provided and the orientation of school-age children and their parents. Aims to determine the number of children attending day care centers to students with special educational needs. Interview Survey were studied the special needs students and their parents' views on a day care center and its services. It also aimed to reveal the child day care center as an additional resource to meet the needs of special education (learning) needs of students with access needs. The study found that a large part of the school teachers have little interest in children's after-school jobs, do not know whether the class of learners attending day care... [to full text]

This thesis deals with the education of autistic children. It is divided into ten chapters where further presents the history of autism, autistic spectrum disorders division, the diagnosis of autistic spectrum disorders, then focuses on the triad problem areas, which include communication, social behavior and imagination. Another chapter deals with the education of children with autism. The last chapter consists of methods for educating children with autism. In the practical part presents research that I conducted using a questionnaire. Furthermore, there are some interviews with experts on autism and teaching assistants.

This diploma thesis elaborates on the matters of individualisation and differentiation of education in elementary schooling. The theoretical part is focusing on technical and theoretical problem solution. The aim of the practical part is to look at the variety of possibilities between individualisation and differentiation of education of the instructor's own 4th grade class, while looking at a particular example of two students in that class. The practical part finds solutions from this active research that is interpreted as a case study, and describes the process of individualisation and differentiation from the point of view of working with teaching devices.

This thesisi deals with the inclusive education of children, pupils and students with special educational needs in the current elementary school. In the theoretical part of the thesis there are defined terms as inclusion and inclusive education, pupils with special educational needs, assistant teacher, school advisory facilities. I have tried to clarify inclusive education and summarize the conditions that are important for the integration of pupils with special educational needs in primary school. As a goal in the practical part, I have set the specification of the advantages or disadvantages of inclusive education in a particular case at school that is engaged in this form of education. The class of celected school, where incorporated nine pupils are educated according to an individual education plan, is described in more detail. Supporting investigation, guided interview technique is shown in the next section of inclusive education from the perspective of legal representatives - mothers of pupils with special educational needs. The questionnaire survey was to determine how schools in the district of Kladno work with inclusive education. Keywords: inclusion, inclusive education, pupils with special educational needs, individual education plan, inclusive teacher, assistant teacher