For a long time, inclusion or inclusive education (IE) has been high on the agenda both internationally and in Sweden, not least since the signing of the Salamanca Declaration in 1994 and the ratification of the United Nations Convention on the Rights of Persons with Disabilities in 2006. These call for inclusion to be the norm and are guided by the principle that all pupils, regardless of needs, feel that their social, emotional and academic needs are being met. Since the introduction of Lgr11 (2011), the most recent Swedish curriculum, special educational needs (SEN) should be seen as arising out of educational environments and methods that are not adapted enough to be accessible to a wide diversity of pupils. Despite a significant body of research into inclusive education, several researchers raised that few studies focused on the pupil perspective, few were collaborative and few focused on all pupils, that is to say, their focus lies only on pupils with SEN. Arguably, selecting certain groups to investigate goes against the ethos of inclusion and risks missing information from pupils experiencing difficulties that are not yet identified.  When considering factors impacting feelings of inclusion, many studies have raised the importance of socio-emotional functioning alongside academic self-concept. This collaborative study looks at how included pupils in a free school in Stockholm feel, with a focus on whether there is a difference between the pupils’ perception of inclusion depending on whether they have self-reported SEN or not, what grade they are in and their gender. This is measured using a new instrument, the ‘Perception of Inclusion Questionnaire (PIQ) - student version’, which is also being validated as a tool for measuring inclusion in Sweden. Results indicate clearly that pupils with SEN feel significantly less included than their typically-developing peers across all three scales, emotional inclusion, social inclusion and academic self-concept. In addition, grade has an impact, with pupils in Grade 8 having lower feelings of emotional inclusion, social inclusion and academic self-concept than in Grade 5. This difference was apparent for all pupils but the effect was greater in pupils with SEN. Gender returned insignificant results on all three scales. Another interesting result is that more pupils self-report actual or suspected SEN than the school reports, indicating that there are a number of pupils with difficulties who would be overlooked in studies that do not include all pupils. The Swedish version of the PIQ for Students has been validated.

<p>Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about.</p><p>That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools.</p><p>The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.</p><p>In my essay I have used qualitative research interview. I have interviewed one person from each school management.</p><p>The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.</p>

<p>Syftet med detta arbete är att ta reda på hur lärarna arbetar med försenad läs– och skrivutveckling. Jag har valt att undersöka vad en försenad läs- och skrivutveckling kan bero på, hur man som lärare kan arbeta med att förebygga svårigheterna och vad svårigheterna kan få för konsekvenser längre fram. Lärarna har en viktig roll i att lära eleverna läsa och skriva för att förbereda eleverna på det kommande vuxenlivet och ge dem möjlighet till vidareutbildning. Jag har valt att intervjua lärare i olika årskurser för att se hur man arbetar med svårigheterna på olika stadier. Jag har även valt att intervjua elever för att få en bild av hur de själva ser på sin läs- och skrivutveckling.</p><p>Min undersökning visar att det finns ett flertal orsaker till en försenad läs- och skrivutveckling som ofta samverkar med varandra. Elever har olika förutsättningar beroende på bland annat hemmiljö, emotionella problem och dålig fonologisk medvetenhet. Även lärarna har en stor och viktig roll, undervisningen måste individanpassas så att varje elev känner glädje och motivation för den utmaning de står inför. Lärarna måste också arbeta med att eleverna inte jämför sin egna utveckling med kamraternas och att eleverna lär för sin egen skull.</p> / <p>The purpose of this work is to find out how teachers work with delayed reading and writing development. I have chosen to investigate what a delay of reading and writing development depends on, how you, as a teacher, can prevent the difficulties and what consequences they can lead to in the future. The teachers have an important task in teaching the students to read and write, to prepare them for the future grown-up life and to give them possibilities for further development. I have chosen to interview teachers in different grades to see how they work with difficulties in different stages. I have also interviewed some students to get a picture of how they look upon their own reading and writing evolvement.</p><p>The result of my investigation is that there are a number of reasons for this problem that interact with each other. The students have different conditions regarding for example home environment, emotional problems and low phonologic awareness. The teachers play a big part in this question as well. The education has to be individually adjusted so that every student feels joy and motivation for the challenge they face. The teachers also need to have the students understand that they study for there own knowledge and that they should not compare themselves with other students.</p>

Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about. That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools. The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration. In my essay I have used qualitative research interview. I have interviewed one person from each school management. The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.

Syftet med detta arbete är att ta reda på hur lärarna arbetar med försenad läs– och skrivutveckling. Jag har valt att undersöka vad en försenad läs- och skrivutveckling kan bero på, hur man som lärare kan arbeta med att förebygga svårigheterna och vad svårigheterna kan få för konsekvenser längre fram. Lärarna har en viktig roll i att lära eleverna läsa och skriva för att förbereda eleverna på det kommande vuxenlivet och ge dem möjlighet till vidareutbildning. Jag har valt att intervjua lärare i olika årskurser för att se hur man arbetar med svårigheterna på olika stadier. Jag har även valt att intervjua elever för att få en bild av hur de själva ser på sin läs- och skrivutveckling. Min undersökning visar att det finns ett flertal orsaker till en försenad läs- och skrivutveckling som ofta samverkar med varandra. Elever har olika förutsättningar beroende på bland annat hemmiljö, emotionella problem och dålig fonologisk medvetenhet. Även lärarna har en stor och viktig roll, undervisningen måste individanpassas så att varje elev känner glädje och motivation för den utmaning de står inför. Lärarna måste också arbeta med att eleverna inte jämför sin egna utveckling med kamraternas och att eleverna lär för sin egen skull. / The purpose of this work is to find out how teachers work with delayed reading and writing development. I have chosen to investigate what a delay of reading and writing development depends on, how you, as a teacher, can prevent the difficulties and what consequences they can lead to in the future. The teachers have an important task in teaching the students to read and write, to prepare them for the future grown-up life and to give them possibilities for further development. I have chosen to interview teachers in different grades to see how they work with difficulties in different stages. I have also interviewed some students to get a picture of how they look upon their own reading and writing evolvement. The result of my investigation is that there are a number of reasons for this problem that interact with each other. The students have different conditions regarding for example home environment, emotional problems and low phonologic awareness. The teachers play a big part in this question as well. The education has to be individually adjusted so that every student feels joy and motivation for the challenge they face. The teachers also need to have the students understand that they study for there own knowledge and that they should not compare themselves with other students.

The aim of this study was to, from a special educational approach, describe and analyse nine teachers and headmasters experiences and perceptions of the use of laptos, ”1-1”, as a tool for working with 13-16 year old pupils born outside of Sweden and with special educational needs (SEN). Interviews were used for data collection. The interview material was analysed with the phenomenografic analysis method and with meaning condensation method. The result was analysed through three perspectives on special education and the concept of inclusion as the study’s frame of reference. The major result showed that teachers perceived 1-1 facilitated adaption of instruction to multicultural instruction groups. 1-1 also enabled a more individualised and inclusive instruction when pupils could get indvidualised tasks and study material and a lot of technical support in their computers. Cooperation with schoolmates and with families was not facilitated with 1-1, rather were many difficulties exposed in this area.

The aim of this study is to examine some secondary school pupils´ and teachers´ opinions about good support when having reading and writing difficulties and if there is a difference between their point of view in this issue. The study is based upon semi-structured interviews with both pupils and teachers. The result shows both similarities and differences in what they consider as good support. To read texts aloud to pupils is something that the teachers in the study use as a way of support and it is much appreciated by the pupils too. The possibility to get the teacher´s notes is another thing that both pupils and teachers think are useful and further on to have an opportunity to do oral tests. Sometimes it can even be a crucial reason for the pupil to get higher scores. This does not happen as a daily routine, but the pupils have to ask for both oral tests and teachers´ notes. Several of the informants among the pupils say they would prefer one-to-one tuition or to be taught in small groups. None of the teachers mention this as a good way of supporting pupils with special needs. Instead they want to spend more time with each pupil and also they would like the opportunity of an extra teacher in the classroom. / Syftet med denna studie är att undersöka några högstadieelevers och lärares uppfattningar om bra stöd vid läs- och skrivsvårigheter samt se om det finns en skillnad i deras uppfattning kring denna fråga. Studien är baserad på semi-strukturerade intervjuer med både elever och lärare. Resultatet visar på både likheter och skillnader i deras uppfattningar om bra stöd. Att få text uppläst av en lärare uppskattas mycket av eleverna och är också något som lärarna i studien använder sig av. Likaså ses anteckningar och muntliga prov gemensamt som underlättande och ibland högst avgörande på hur pass väl man som elev kan lyckas. Detta sker inte alltid på rutin, utan eleverna får själva be om den hjälpen. Flera informanter bland eleverna önskar en-till-en undervisning eller undervisning i liten grupp. Ingen av lärarna nämner detta som ett önskemål på hur de vill att stöd ska ges. Istället önskar de sig mera tid med varje elev och en extra lärare på sina lektioner.

Syftet med studien är att studera lärares upplevelser av hur kooperativt lärande påverkar kunskapsutvecklingen inom matematiken för elever i behov av särskilt stöd och elever med extra anpassningar. Syftet är även att studera hur lärare upplever att denna metod fungerar för dessa elever med fokus på inkludering i matematikundervisningen. Sociokulturella perspektivet tillsammans med fenomenografi står som grund för studien och data samlas in genom kvalitativa semistrukturerade intervjuer gjorda med sju matematiklärare. Resultatet påvisar att de sju matematiklärarna som intervjuats anser att kooperativt lärande är positivt, både för kunskapsutvecklingen och inkluderingsmöjligheten för elever i behov av särskilt stöd och elever med extra anpassningar. Samtliga matematiklärare som intervjuats trycker på att gruppkonstellationer är en viktig del för att eleverna ska känna trygghet, detta både för att deras matematiska kunskaper ska utvecklas samt att alla elever ska känna sig inkluderade. Resultatet visar bland annat att differentierad undervisning inom matematiken är av stor betydelse då det skapar inkludering för alla elever. De flesta matematiklärare som intervjuats påtalar även att differentierad undervisning bidrar till kunskapsutveckling inom matematik hos elever i behov av särskilt stöd och elever med extra anpassningar, oberoende av deras tidigare kunskapsnivåer, då lärarna menar att undervisningen är anpassad från start. Resultatet diskuteras och jämförs sedan med tidigare forskning som även den visar liknande resultat.

Syftet med studien är att öka kunskapen om vilka olika synsätt som lärare i fritidshem har på arbetet med inkludering och inkludering av elever i behov av särskilt stöd i skolan och fritidshemmet. Frågeställningarna författarna har i studien är: Vad innebär begreppet "inkludering" för lärare i fritidshem? Hur arbetar lärare i fritidshem med inkludering och inkludering av elever i behov av särskilt stöd? Undersökningens datainsamlingsmetod är kvalitativa semistrukturerade intervjuer och respondenterna som deltar är åtta lärare i fritidshem. Resultatet analyseras utifrån dilemmaperspektivet där resultatet synliggör två dilemman som handlar om innebörden av begreppet inkludering och tillvägagångssätt i arbetet med inkludering. Resultatet visar att respondenterna arbetar med inkludering genom anpassningar, stöttning i skolan, rastaktiviteter och styrda aktiviteter i fritidshemmet. Utifrån resultatet uppfattar respondenterna att begreppet inkludering är när det finns en gemenskap där alla får vara med. / The purpose of this study is to increase knowledge about different views teachers in after-school programs have about the work with inclusion and inclusion of students in need of special support in school and after-school programs. The questions at issues of the study are: What does the concept of inclusion mean to teachers in after-school programs? How do the teachers in after-school programs work with inclusion and inclusion of students in need of special support? The data collection method of the study is qualitative semi-structured interviews and the respondents who participate in the study are eight teachers in after-school programs. The result is analyzed from the dilemma perspective and the result makes two dilemman visible that is about the meaning of the term inclusion and the course of action in the work with inclusion. The result shows that the respondents work with inclusion by adjustments, support in school, restactivities and controlled activities in after-school programs. By the result it shows that the respondents perceive that the term of inclusion is when there is a community where all students participate.

This literature study's purpose was to examine the link between linguistic difficulties and mathematical difficulties. The study has examined, with the help of previous research in this field, what links exist between these difficulties. The study listed a sample of research reports and literature concerning students with general linguistic difficulties but also those students who have Swedish as a second language as well as students with dyslexia. The underlying aim of this study was to serve as an inspiration for teachers. It highlights whether there are links between these difficulties, how you as an educator can see these difficulties and handson advice on adaptations that can be made to help these students. The study's results show a clear link between linguistic difficulties and difficulties in mathematics. The study shows that it may be due to many different causes, but that a link exists in many cases. The study also results in adaptations to help teachers and prospective teachers to see the connection between these difficulties, how they can be discovered and how they can be helped.