Sammanfattning Syftet med studien är att bidra till ökad kunskap om betydelsefulla undervisningssätt och undervisningsfaktorer för att främja intresseväckande undervisning i grundsärskolan. Syftet konkretiserades i två frågeställningar som belyser betydelsefulla undervisningssätt samt undervisningsfaktorer. Utifrån syftet har en kvalitativ metodansats använts. Genom att intervjua sex verksamma lärare i grundsärskolan har i sammanhanget relevanta och intressanta utsagor bearbetats med hjälp av Dillons (2009) läroplansteori, the questions of curriculum. Valet av teoretisk utgångspunkt innehåller sju undervisningselement, dessa har varit verktyg i studiens analysarbete för att kategorisera materialet. De huvudsakliga resultaten visar på att läraren är betydelsefull för att främja intresseväckande undervisning. Det visar sig främst genom lärarens förhållningssätt om att vara engagerad och fokuserad samt lärarens personegenskaper i att vara lyhörd och flexibel i undervisningspraktiken. Lyhördhet och flexibilitet kopplas främst ihop med lärarens förmåga att beakta elevers reaktioner, som en grund för vidare undervisningsanpassningar, utifrån elevens förutsättningar och behov. En betydelsefull undervisningsfaktor är relationernas kvalitet som närvarar i lärmiljön. Studiens resultat i samstämmighet med tidigare forskning pekar mot att läraren har en betydande roll i arbetet att upprätthålla och främja alla relationer, främst gentemot elever och elevassistenter. Vidare indikerar studiens resultat att en betydelsefull undervisningsfaktor är att använda olika lärmiljöer samt fysiskt undervisningsmaterial, för att främja intresseväckande undervisning för elever i grundsärskolan. En av slutsatserna är att intresseväckande undervisning främjas när lärare utgår från en elevorienterad- och omsorgsbetonad undervisning. Utifrån föreliggande studie och tidigare forskning är kvaliteten på olika relationer centralt för att främja elevers intresse i undervisningen. / Abstract The purpose of this study is to contribute with increased knowledge about valid teaching methods and teaching factors to promote stimulating teaching in the elementary special school. The purpose was concretized in two questions illuminating teaching methods and teaching factors. Based on the purpose, a qualitative method approach has been used. By interviewing six active teachers in the special elementary school, contributing relevant and interesting statements in this context has been processed using Dillons (2009) curriculum theory, the questions of curriculum. The choice of theoretical starting point includes seven teaching elements, these have been tools in the study’s analysis work to categorize the material. The result of the study mainly points toward the importance of teacher’s approach and ability to engage and bee engaging as well as being responsive and flexible in teaching practice. Responsiveness and flexibility are mainly connected with the teacher’s ability to consider students’ reactions as a basis for further teaching adaptions, based on the student’s condition and needs. An important teaching factor is the quality of the relationships present in the learning environment. The study’s results, in agreement with previous research, points towards the teacher having an important role in maintaining and promoting working relationships between student and student assistants. Furthermore, the results of the study indicate that a significant teaching factor is to use different learning environments in the education. In addition, to strive to make the student physically involved and use physical teaching materials to promote stimulating teaching for students in the elementary special school. One of the conclusions is that stimulating teaching promoted when teachers adopt caring- and learner centred teaching. The quality of different relationships in the classroom is central to promote stimulating teaching based on our study and previous research.

This diploma theses is focused on problems of educational support tools for pupils of 1 st grade of The Elementary Special School. A theoretical part deals with problems of the mental handicap, mainly factors that significantly influence ability of education, and with a contemporary legislation of education of children with spetial educational needs. Furthermore it describes teaching programmes and didactic tools which are used at The Elementary Special Schools. Research target of the study is to find out a teacher's opinion about current teaching supports for given type of school and a survey of teacher's experience with use of new methods especially in relation to pupils who are usually integrated to their classes. Innovated teaching supports created on the basis of previous experience are subsequently verified in praxis and results of verification are partially documented by examples. According to research, current educational supports are convenient for pupils who cope with stipulated schoolwork easily. The other pupils have considerable difficulties to manage schoolwork therefore they need adapted teaching materials for their educational abilities. There are some examples of these materials in the attachment. KEYWORDS: mental disability, special education needs, elementary special school,...

The purpose of the study is to contribute with knowledge of how five elementary school teachers in practice implement policy regarding individually integrated elementary special school students in their teaching. The questions are: How do the five teachers reason about the teacher’s role in working with individually integrated students? How do the teachers reason about adapting the teaching for individually integrated students?  To find teaching strategies that are seen as beneficial for learning and to identify challenges in the context the research review focused on the topic of inclusion and integration for students with intellectual disabilities. The study has a qualitative approach and the method consists of semi-structured interviews with five primary school teachers who have or have had individually integrated classes. The result is analysed based on Dillon’s teaching theory model, whose seven elements together make up the overall teaching context. The result is sorted under the respective elements which meant that several themes are illustrated. The result shows that the teachers initially felt lonely and stressed about teaching integrated classes. What the teachers want is for there to be more adults in the classroom at the same time and enough time for collaboration and planning regarding adaptations. The teachers experience a certain amount of stress regarding the collaboration an integrated class requires, but despite this, this collaboration is seen as supportive and necessary in several ways. The teachers are also positive about having individually integrated elementary special school students because they contribute positively to the class in various ways and develop them as teachers.