En kvalitativ undersökning om sena inskrivningar i särskolan.Syftet med denna studie är att undersöka elevers upplevelse av att få diagnosen lindrig utvecklingsstörning och att bli inskriven i särskolan i senare delen av grund-skolan.För att få svar på min fråga använde jag en kvalitativ metod och intervjuade elever-na för att kunna ta del av deras upplevelser. Resultatet av intervjuerna har visat att elever som blir sent inskrivna i särskolan inte mår särskilt bra. De har svårt att acceptera sin situation och känner att de är särskilda. De vill inte tillhöra särskolan och känner ingen tillhörighet med övriga elever, stor vikt läggs vid att vara normal. Eleverna har också svårt att förlika sig med sin diagnos lindrig utvecklingsstörning. Det som alla intervjuade trots allt anser vara bra med att de placerats i särskolan är det stöd och den hjälp de får i sitt skolarbete av lärare och övrig personal. / Although the increased number of upper secondary school students that has beenenrolled in education for pupils with intellectual disabilities has been on the publicagenda for decades, research that focus on how this affect the children are stillscarce.Taking a student perspective, the overall aim of this study is to contribute to newinsight concerning how students experience to get a “mild intellectual disability”diagnosis that leads to a change of school systems, being transferred from regularpublic schools to education for pupils with intellectual disabilities.The report draws on qualitative empirical data, which is collected through six semistructuredinterviews. The study shows that although experiencing problems tofulfil the goals in the theoretical subjects at elementary and middle schools, havinga diagnosis and being sorted out from the group of normal people was still veryshocking. Accordingly, all of the students put a lot of effort to being perceived asnormal. However, as a result of enrolment to education for pupils with intellectualdisabilities is the pressure had declined and all students witnessed about the goodsupport they got at school. Finally, a positive finding from the study was that thestudents saw the future with confidence and expected to have just as good jobopportunities as everyone else.

The purpose of this narrative study is to investigate how two former students with mildintellecual disabilities describe the years in special schools, how they talk about theirdiagnosis and how they experienced their identity development. The study aims to examinethe following questions: What told experiences have young adults with intellectual disabilities of their schoollife? What and how do young adults narrate about being diagnosed with intellectualdisabilities? What identity appearances do the young adults make in their narrations?To collect data has the narrative method been used. It is a sort of qualitative researchinterviews that have focus on the story about a person´s life or about selected parts of apersons life. The social constructivist perspective been the theoretical starting point of thestudy. In that perspective the language and the social interaction are prominent for humanidentity development.The study results indicate that young people who have passed special schools experience thatthey have had friends but not friends outside the school. They have grown as people thanks tomanageable challenges. The study shows that it is not sufficiently great intellectualchallengers for the students at special schools. It happens that teachers give misguided supportor takes measures late in the training.It differs when the informants became aware of their disability and how that has affectedthem. The results indicate the importance of understanding and knowledgeable adults in thestudents close during school time and the first time as a young adult. The adults can beteachers, parents, managers and other staff.To share life stories provide a greater understanding into the situation of people withintellectual disorder. This is of importance for special education teachers to createopportunities for each student to optimal development. / Studiens syfte är att undersöka hur två före detta elever med lindrig intellektuellfunktionsnedsättning beskriver sin skoltid i särskolan (grundsärskola och gymnasiesärskola),hur de berättar om sin diagnos och hur de upplevt sin identitetsutveckling. Studien ämnarbesvara följande frågeställningar: Vilka berättade erfarenheter har de unga vuxna med lindrig intellektuellfunktionsnedsättning av sin skolvardag? Vad och hur berättar de unga vuxna om diagnosen lindrig intellektuellfunktionsnedsättning? Vilka identitetsframträdanden gör de unga vuxna i sina berättelser?För att samla in data har den narrativa metoden använts. Det är en typ av kvalitativforskningsintervju som riktar in sig på att i samtal låta personer berätta om sina liv eller som istudien om valda delar av sina liv. Den teoretiska utgångspunkten för studien är detsocialkonstruktivistiska perspektivet som betonar språket och det sociala samspelets betydelseför människans identitetsutveckling.Resultat visade att unga som har gått i grundsärskola och gymnasiesärskola upplever att dehar haft vänner, men inte utanför skolvardagen, och att skoltiden har gett dem utmaningar somutvecklat dem som människor. Studien visar också att det inte ges tillräckligt storaintellektuella utmaningar för eleverna och att lärare och annan personal ger ibland missriktatstöd eller sätts stödet in sent under utbildningen. Det skiljde sig åt när informanten blevmedvetna om sin funktionsnedsättning och på vilket sätt det har påverkat dem. Resultatetpekar på betydelsen av förstående och kunniga vuxna i ungdomarnas närhet under skoltidenoch den första tiden som ung vuxen, exempelvis lärare, föräldrar, chefer och annan personal.Att ta del av livsberättelser ger en ökad förståelse för människor med intellektuellfunktionsnedsättnings situation. Detta är av vikt för att speciallärare ska kunna skapaförutsättningar för varje elevs möjlighet att utvecklas optimalt

Syftet med denna studie är att undersöka hur skolledare samtalar om elever i särskolan och de underliggande frågeställningarna är att undersöka vilka förhållningssätt som framkommer i samtalen kring dessa elever och tillhörande särskoleverksamhet. Metoden som används är fokusgruppsdiskussioner för datainsamling, samt diskursanalys som teori och metod för analys. Totalt deltog åtta stycken skolledare uppdelade på två stycken fokusgrupper. Det insamlade materialet transkriberades och analyserades sedan utifrån en diskursanalytisk metod. Resultatet visar att skolledarna i studien i många fall avsäger sig sin aktörsroll och lägger ansvaret för verksamheten på andra ramfaktorer än sin egen ledarroll. Det visar sig i diskussionerna att respondenterna ofta söker nå någon form av konsensus kring det ämne de diskuterar. De understryker att det finns mycket för den ordinarie skolformen att ta lärdom av från särskolans arbetssätt – främst med tanke på individanpassad undervisning. Det visar sig också tydligt i skolledarnas diskussioner att perspektivet den omsorgsinriktade skolan är överordnat de styrdokument som Skolverket framhåller. Det framkommer också inslag av problematisering och engagemang kring normalitet, delaktighet och mångfald. Det finns även inslag av generalisering av egenskaper hos elever i särskolan i diskussionerna. Skolledarna i studien visar ett starkt engagemang för elever i särskolan, men en slutsats av studien är att de formella kunskaperna inte når upp till samma nivå. / The purpose of this study is to investigate how school leaders talk about students in special schools and the underlying intentions is to examine the attitudes that emerge around these students and the related school activities. The method used is the focus group discussions for data collection and discourse analysis as theory and method for the analysis. A total of eight school leaders divided into two focus groups participated in the study. The collected material was transcribed and then analyzed on the basis of a discourse analytical approach. The results show that school leaders in the study in many cases waives its operator role and puts the responsibility for action in frame factors other than their own leadership. It turns out in the discussions that the respondents often seek to reach some form of consensus on the topic they are discussing. They emphasize that there is much for the ordinary school in learning from the special school, especially regarding individualized teaching. It also shows clearly in the school leaders discussions that the perspective of the care oriented school is dominant to the documents distributed by the Swedish Department of Education. The discussions also reveals elements of problematizing and commitment to the aspects of normality, participation and diversity. There arealso elementsof generalization of thecharacteristics ofstudentsin special schoolsin the discussions. School leaders in the study show a strong involvement regarding pupils in special schools, but a conclusion from the study is that the formal knowledge does not reach the same standards.

The aim of this study is to explore teachers’ experience of teaching reading comprehension at upper secondary special school national programs. To find out the answers to the purpose and research issues a written interview via the Internet where fourteen teachers answered   a questionnaire with open questions. I have analyzed the responses using the concepts scaffolding and artefacts taken from the sociocultural perspective. The summarized result show that teachers work with teaching strategies for pupils to assimilate text with understanding. The teachers have a central role in this form of co- learning and acts as a support in the students reading comprehension learning. Teachers are also working to support students learning by making adjustments such as easy- to-read texts and support of speech and images. In the teaching teachers use artefacts as well as they scaffold the pupils in the learning of reading comprehension. / Syftet med denna studie är att undersöka hur några lärare på gymnasiesärskolans nationella program beskriver sina erfarenheter av att arbeta med att stödja elevers läsförståelse. För att få svar på syftet och forskningsfrågorna genomfördes en skriftlig intervju via internet där fjorton lärare svarade på intervjufrågor med öppna frågor. Svaren analyseras genom att använda begreppen scaffolding och artefakter som är hämtade från det sociokulturella perspektivet. Det sammanfattande resultatet visar att lärare arbetar med att undervisa i läsförståelsestrategier för att elever skall ta till sig text med förståelse. Lärarna i studien har en central roll i detta samspel och de fungerar som stöd i elevernas läsförståelseundervisning. Lärarna arbetar även med att stötta elevers läsning genom att göra anpassningar genom att använda anpassade och lättlästa texter samt stöd av talsyntes och bilder. Lärarna använder artefakter såväl som att de stöttar elevernas lärande genom scaffolding i elevernas läsförståelseundervisning.

Abstract   The aim of this study is to highlight some teacher’s experiences about their teaching strategies, methods and approaches to their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9. This study intends to answer three research questions which are: Which kind of approaches does the teachers have about their strategies as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, Which kind of approaches do the teachers have about their methods as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, What do the teaches declare about their approaches to mathematics teaching for primary pupils with learning diabilities in grades 7-9?   The basis for the study is qualitive research and consists of interviews with four teachers in two schools in the same muncipality in Sweden. All of which teach students with intellectual disabilities in mathematics. The study´s theory choice is one of a socio-cultural perspective about learning in mathematics. The research has a qualitative approach and the analysis and the result is based on four interwievs with four teachers from different schools in the Stockholm area. The result of the study shows that all the teachers that participated apply strategies and plan mathematics teaching (differentiate) for every individual students needs. The results also show that teachers who teach students with intellectual disabilities applies many different methods to meet their students differences and particular needs. All participants in the study agree that the mathematics that their students have learnt during secondary school can increase the possibilities for the students to participate in societies different decision making processes in daily life. The teachers also saw mathematics as an important part of the knowledge needed in everyday life. The conclusion of the research is that the four teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 7-9 have a similar way of working towards planning lessons and the different methods they use. They also have a similar approach towards teaching mathematics to students with intellectual disabilities. / Sammanfattning   Syftet med studien är att belysa några lärares uppfattningar om deras strategier, metoder och förhållningssätt gällande matematikundervisning för grundsärskoleelever i årskurserna 7-9. Studien har för avsikt att besvara tre forskningsfrågor: Vilka uppfattningar har lärarna om sina strategier som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vilka uppfattningar har lärarna om sina metoder som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vad uppger lärarna att de har för förhållningsätt till matematikundervisning för grundsärskoleelever i årskurs 7-9? En kvalitativ forskningsmetod ligger till grund för studien och utgörs av intervjuer med fyra lärare på två olika skolor inom samma kommun i Sverige. Samtliga lärare undervisar grundsärskoleelever i matematik. Studiens teorival är det sociokulturella perspektivet på lärandet i ämnet matematik för grundsärskolan i årskurs 7-9.   Studiens resultat visar att samtliga lärare som deltog i studien uppger att de lägger upp strategier och planerar matematikundervisningen efter varje elevs individuella behov och deras förutsättningar. Resultatet visar även att de lärare som ingår i studien som undervisar grundsärskoleelever i ämnet matematik uppger att de utgår från många olika metoder och modeller för att möta upp elevers olikheter och dess olika individuella behov. Alla deltagare som deltog i studien uppger att de var överens om att matematikkunskaperna eleverna fått med sig från grundsärskolan skulle kunna öka möjligheten för eleverna att delta i samhällets olika beslutsprocesser i det dagliga livet. Lärarna uppger att de även såg att matematikämnet som en del i att eleverna ska kunna tillämpa kunskaperna i vardagslivet.   Studiens slutsats är att de fyra lärare som deltog i studien och som undervisar i grundsärskolans matematik i årskurs 7-9 uppger att de har ett liknande arbetsätt gällande planeringar av undervisningen och dess olika metoder som de arbetar kring. De uppger även ett liknande förhållningssätt angående matematikundervisningen för elever med intellektuell funktionsnedsättning.

The purpose of this study is to highlight how some teachers in the compulsory school for learning disabilities describe how they enable communication for pupils with autism spectrum disorders and intellectual disabilities. The study is a qualitative study based on two group interviews with three informants in each group. The informants are all working in the compulsory school for pupils with learning disabilities. The empirical data has been analyzed from a socio-cultural perspective, focusing on the concepts of mediation, appropriation, proximal development zone and scaffolding. The result shows that the teachers enable communication for students with autism spectrum disorders and intellectual disabilities in various ways, especially with visual support and augmentative and alternative communication (AAC) tools. The study shows that it is important to have knowledge about autism spectrum disorders and intellectual disability and how the disabilities affect communication with the pupils. My hope is that this study can contribute with knowledge of how communication is made possible for pupils with autism spectrum disorders and intellectual disabilities. / Syftet med denna studie är att belysa hur några pedagoger i grundsärskolan inriktning träningsskola beskriver hur de möjliggör kommunikation för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning. Studien är en kvalitativ undersökning som bygger på två gruppintervjuer med tre informanter i varje grupp. Informanterna arbetar alla i grundsärskolan inriktning träningsskola. Empirin har analyserats ur ett sociokulturellt perspektiv med fokus på begreppen mediering, appropriering, proximala utvecklingszonen och scaffolding. Resultatet visar att pedagogerna möjliggör kommunikation för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning på olika sätt, framför allt med visuellt stöd och alternativ kompletterande kommunikation (AKK) hjälpmedel. I studien framgår att det är viktigt att ha kunskap kring autismspektrumtillstånd och intellektuell funktionsnedsättning och hur funktionsnedsättningarna påverkar kommunikationen hos eleverna. Min förhoppning är att denna studie kan bidra med kunskap kring hur kommunikation möjliggörs för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning.

Inledning: Personer med intellektuell funktionsnedsättning drabbas oftare än andra av psykisk ohälsa och hamnar lätt i destruktiva livsmönster. De upplever ofta att de har svårt att få adekvat och anpassad behandling. Syfte: Syftet med denna studie var att undersöka psykoterapeuters upplevelse av psykodynamisk psykoterapi med personer med lindrig till måttlig intellektuell funktionsnedsättning som lider av psykisk ohälsa. Frågeställningar: Hur beskriver psykodynamiskt inriktade psykoterapeuter den psykoterapeutiska processen i arbetet med personer med lindrig till måttlig intellektuell funktionsnedsättning? Vad beskriver terapeuterna som verksamt och hur ser de på behandlingsresultaten med målgruppen? Metod: Sex psykoterapeuter intervjuades utifrån en kvalitativ, deskriptiv ansats. Resultat: Vid analys av materialet framträdde ett antal teman. 1. Terapeuternas beskrivning av de olika faserna i den terapeutiska processen. 2. Yttre faktorer som kan påverka terapierna med målgruppen. 3. Den intellektuella funktionsnedsättningens betydelse. 4. Terapeutiska utmaningar i arbetet med målgruppen. 5. Det verksamma i terapierna. 6. Förutsättningarna runt terapeuten. Diskussion: Resultatet visar att de intervjuade terapeuterna upplever att psykodynamisk psykoterapi med lindrig-måttlig intellektuell funktionsnedsättning kan vara meningsfullt och verksamt. Vissa aspekter och behovet av att anpassa det terapeutiska arbetet beskrivs som centrala i arbetet med målgruppen. / Introduction: People with intellectual disabilities are affected more than others by mental illness and can easily fall into destructive patterns of life. They often feel that they have difficulty getting adequate and appropriate treatment. Aim: The purpose of this study was to investigate psychotherapists experience of psychodynamic psychotherapy with individuals with mild to moderate intellectual disabilities who suffer from mental illness. Issues:How do psychodynamic oriented psychotherapists describe the psychotherapeutic process in working with people with mild to moderate intellectual disabilities? What do the therapists describe as active and helpful and how do they look at the results of treatment? Method: Six psychotherapists were interviewed based on a qualitative, descriptive approach. Results: When analyzing the material a number of themes appeared: 1. The therapist description of the phases of the therapeutic process. 2. External factors that can influence therapies with the target group. 3. The intellectual disabilities significance. 4. Therapeutic challenges in the work with the target group. 5. The active and helpful. 6. The conditions around the therapist. Discussion: The result shows that the interviewed therapists feel that psychodynamic psychotherapy with mild-moderate intellectual disabilities can be meaningful and effective. Some specific aspects and the need to adapt the therapeutic work is described as central in the work with the target group.

Studiens syfte är att, med ett särskilt fokus på delaktighet och deltagande, undersöka och belysa musikens funktion och roll för elever inom särskolan inriktning ämnesområde och individuellt program i två kommuner. De områden som har belysts för att uppnå studiens syfte är: de aspekter i musik som främjar delaktighet, hur deltagandet tar sig uttryck samt hur musiken kan fungera som ett redskap och stöd för lärande.Den sociokulturella teorin och teorin om situerat lärande utgör studiens teoretiska ramverk. Båda har valts utifrån att lärande beskrivs som en process vilken möjliggörs i mötet med andra samt att kunskapen ses som kontextbunden, situerad.Vidare har studien en kvalitativ forskningsansats där empirin har samlats in genom en metodtriangulering bestående av enkätundersökning, observationer och intervjuer.Resultatet visar att musiken, på grund av sina strukturella och lustfyllda egenskaper och dess förmåga att stimulera flera perceptioner, kan fylla funktionen att nå ut, bjuda in och förena deltagarna. Det skapar en möjlighet att använda musik som ett redskap i att kommunicera kunskap på olika sätt, både fysiskt och intellektuellt. Musiken kan även fungera som en gemensam nämnare i andra ämnen och aktiviteter. Slutligen framträder en bild av hur musiken, i högre grad jämfört med andra ämnen och ämnesområden, fungerar som en gruppgemensam aktivitet. Det sociala sammanhanget, med det riktade uppmärksamhetsfokus som musikaktiviteten erbjuder, ger deltagarna en möjlighet att lära av och med varandra i deras proximala utvecklingszon. / The aim of the study is, with a special focus on participation, to investigate and elucidate the function and role of music for students in special education for pupils with intellectual disabilities in two municipalities. The subjects that have been highlighted in order to achieve the aim of the study are: the aspects within the music that promote participation, how the participation finds expression and how the music can be used as a tool and support for learning. The sociocultural theory and the theory of situated learning form the theoretical framework of the study. Both have been chosen on the basis that learning is described as a process which is made possible in social meetings and that the knowledge is seen as contextual, situated. Furthermore, the study has a qualitative research approach where the empirical data has been collected through a survey, observations and interviews. The result shows that music, due to its structural and pleasurable characteristics and that it stimulates several perceptions, can function to reach out, invite and unite the participants. It enables an opportunity to use music as a tool when it comes to communicating knowledge in different ways, both physically and intellectually. Music also functions as a common denominator in other subjects and activities. Finally, a picture of how the music, to a greater extent compared with other subjects, appears as a group activity. The social context, with joint attention, that music activity offers, gives participants the opportunity to learn from and with each other in their zone of proximal development.

A literatura mostra que a presença de uma criança com deficiência intelectual pode ocasionar distúrbios no ciclo normal da família, como o estresse parental, apontando o apoio social como um dos mais importantes recursos para proteção dos efeitos de estressores e promotor da recuperação da crise. O modelo Duplo ABCX tem sido utilizado na compreensão da adaptação pós-crise. Os problemas de comportamento de crianças com deficiência intelectual ou com dificuldades de aprendizagem são apontados como significativos estressores parentais. A percepção que os membros da família têm do impacto da presença de uma criança, com deficiência ou não, também se constitui numa variável relevante no ajustamento familiar. Assim, o presente estudo teve como objetivo investigar o estresse materno e sua associação com componentes do modelo Duplo ABCX de adaptação familiar, em grupos de famílias de crianças com deficiência intelectual, com dificuldades de aprendizagem e com desenvolvimento típico. Pretendeu-se 1) comparar o estresse materno, a percepção de apoio social familiar, a percepção do impacto causado pela presença de uma criança na família e os problemas de comportamento das crianças, entre os grupos; 2) identificar associações entre estresse materno e as variáveis do ajustamento familiar nos grupos; 3) investigar a estabilidade dessas variáveis nos grupos com medidas de follow-up. Participaram três grupos: Grupo DI, famílias de crianças com deficiência intelectual (n=30); Grupo DA, famílias de crianças com dificuldades de aprendizagem (n=30), e Grupo DT, com famílias de crianças com desenvolvimento típico (n=30). As mães responderam aos instrumentos de medida do estresse, apoio social, recursos e apoio à maternidade, problemas de comportamento das crianças e percepção do impacto da presença de uma criança com necessidades especiais. Tais instrumentos foram aplicados em duas ocasiões, com intervalo de 8 a 12 meses. Os dados foram analisados estatisticamente por meio de comparação de grupos e correlação. Os resultados não indicaram diferenças entre os grupos quanto ao estresse materno, e a maioria das mães nos três grupos apresentou elevado nível de estresse, com predominância de sintomas psicológicos. Não houve diferenças significativas quanto ao escore total das escalas de apoio social, mas observaram-se algumas diferenças entre os grupos nas subescalas; o grupo DT apresentou maiores níveis de apoio para desabafos, percebendo a presença de seus filhos como menos impactante para outros membros da família. Ao avaliarem os filhos, mães de crianças com deficiência intelectual relataram maiores níveis de problemas com colegas, perceberam maiores dificuldades de comunicação ou comportamentais e perceberam as limitações físicas e de habilidades de auto-cuidados das crianças como mais impactantes. As crianças com dificuldades de aprendizagem foram indicadas pelas mães como mais hiperativas, com maior pessimismo sobre o futuro. A análise da associação entre o estresse e as variáveis do ajustamento indicou algumas correlações. As comparações entre desistentes e não-desistentes apontaram diferenças quanto ao apoio social, comportamento da criança e percepção do impacto. O modelo Duplo ABCX foi útil na análise do ajustamento familiar. Quanto à estabilidade das variáveis, observou-se alta correlação entre a 1ª e a 2ª aplicação. O estudo apresenta relevância científica no que concerne à inclusão de grupos de famílias de crianças com necessidades distintas e homogêneas. As implicações práticas e as limitações do estudo são discutidas. / The literature shows that the presence of an intellectually disabled child can cause disturbances to the family life cycle, like the parental stress, pointing to the social support as one of the most important resources for protection against the effects of stressors and promotion of recovering from crisis. The Double ABCX Model has been used in the understanding of the adaptation after crises. The problems of children\'s behavior with intellectual disability or with learning difficulties are pointed like significant parental stressor. The perception family members have of the impact of a disabled or nondisabled child is also an important variable affecting the family adjustment. So, the purpose of the present research was to investigate mother stress and its association with components of the Double ABCX Model of familiar adaptation, in groups of families of children with intellectual disability, with typical development and with learning difficulties. The goals were 1) to compare groups with respect to mother stress, perception of family social support, perception of the child\'s impact on the family, and child behavior problems; 2) to identify associations between mother stress and the variables of family adjustment in the groups; 3) to investigate the stability of these variables in the groups with follow-up measures. Mothers in three groups participated: Group DI, families of children with an intellectual disability (n=30); Group DA, families of children with learning difficulties (n=30); Group DT, families of children with typical development (n=30). The mothers answered the instruments evaluating stress, social support, resources and support to parenting, behavior problems and perception of the impact of a child with intellectual disabilities. Such instruments were applied in two opportunities, with interval from 8 to 12 months. Statistical analysis comprised group comparisons and correlations. The results did not indicate differences between the groups as for mother stress, and most of the mothers in three groups presented elevated stress level, with predominance of psychological symptoms. There were no significant differences for the total score of the scales of social support, but some differences were observed between the groups in the subscales; the group DT presented higher levels of support for confessions, perceiving less impact of the presence of his children for other members of the family. Mothers of children with intellectual disability reported higher levels of problems with peers, perceived more child communication/behavioral difficulties, and evaluated the physical limitations and self-care skills of their children as more impacting. Mothers of children with learning difficulties indicated them as more hyperactive, and presented more pessimism on the future. The analysis of the association between the stress and the variables of the adjustment indicated some correlations. The comparisons between mothers that gave up and mothers that not gave up pointed to differences for the social support, children\'s behavior and perception of the impact. The model Double ABCX was useful in the analysis of the familiar adjustment. The results of the stability of the variables indicated high correlation between the 1st one and the 2nd application. The study presents scientific relevance due to the inclusion of family groups of children with different and homogeneous difficulties. The practical implications and the limitations of the study are discussed

Os sistemas de ensino brasileiros, a partir das diretrizes nacionais para a educação inclusiva, viram-se frente à tarefa de se organizarem de modo a não apenas receber, mas atender, em suas necessidades, a todos os alunos matriculados em suas escolas. Entre outras ações, as diretrizes nacionais para a educação especial na educação básica, estabelecidas pelo Ministério da Educação, prevêem o atendimento educacional especializado, oferecido preferencialmente na rede regular de ensino. Para a realização desse atendimento, a Resolução CNE/CEB nº 2/2001, propõe a atuação de professores especializados em educação especial. O presente estudo objetivou identificar as necessidades formativas apontadas por professores especializados em deficiência intelectual, atuando na rede municipal de ensino de São Bernardo do Campo, em São Paulo, bem como analisar as propostas de formação continuada desenvolvidas pela Secretaria Municipal de Educação de São Bernardo do Campo, entre os anos de 2005 e 2009, destinadas à formação desses professores. Para o desenvolvimento da pesquisa optamos por desenvolver uma investigação de campo, com abordagem qualitativa, utilizando como procedimentos para coleta de dados entrevistas semidirigidas com dez professores que atuam no atendimento educacional especializado para alunos com deficiência intelectual no município, além de documentos oficiais produzidos pela SMESBC relativos a ações formativas destinadas a esses professores. Para o estudo dos dados, além das referências teóricas, utilizamos a análise de conteúdo. Ao concluir o estudo, consideramos que os professores apontam diferentes necessidades formativas, relacionadas tanto às questões não contempladas em sua formação inicial quanto às mudanças no contexto educacional, mais especificamente aquelas propostas pela Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva de 2008. As propostas desenvolvidas pela Secretaria de Educação ao longo dos cinco anos pesquisados, por diferentes razões, não se configuraram numa linha formativa que auxiliasse os professores na organização e estruturação do serviço no município. Os diferentes direcionamentos adotados pelas ações formativas oferecidas contribuíram significativamente para que não houvesse, por parte dos professores, uma coerência em relação às necessidades formativas apontadas. / Based on national guidelines for inclusive education, Brazilian educational systems are facing the task of organizing themselves in order to receive all students and really consider their special needs. Among many actions, National Guidelines for Special Education in Basic Education established by Brazilian Ministry of Education, demands special educational intervention preferentially at regular school. CNE/CEB Resolution No. 2/2001 proposes the intervention of specialized teachers to achieve this aim.The purpose of this study is to identify the training needs identified by their own teachers specialized in intellectual disability who works at (for) municipal schools of São Bernardo do Campo, São Paulo, and examine proposals for continued training offered by Municipal Department of Education of São Bernardo do Campo, between 2005 and 2009. The research uses a qualitative method developed by semiguided interviews for data collection with ten teachers who works at specialized educional service in municipal schools and also the study of official documents from SMESBC related to formative actions for the specialized teachers. Data analysis was done by theoretical references as well as content analysis. We realized that teachers suggest different training needs related to contents s not included in their initial training as well as those related to the changes occurred on the educational context, more specifically those proposed by the national policy of special education in the perspective of inclusive education, 2008. The proposals developed by Education Department over the five years studied, due to many reasons, did not show a l training direction which would help teachers organize and structure municipal service. The differente directions adopted by formative actions contributed significantly to the fact that teachers training needs are not coherent.