Recent research show that young people with mild intellectual disabilities are raising complaints against the society´s demand for categorization in order to provide the right amount of support (Ineland, Molin & Sauer 2013, Tideman 2012). This study’s purpose is to find out how students attending a senior high school for people with intellectual disability, are affected by their school attendance in their identity making. With focus on finding out:1.What situations within the school prove specific importance in relation to students’ identity making?2.How are the students identity making limited or enabled by their attendance at the school for students with intellectual disabilities? 3.How are the students identity making affected by being included or excluded?The theoretical framework is inspired by theories based on social constructionism. The author has chosen to adopt an intersectional analysis that claims that different power relations in society affects and reinforce each other. Another important theory is social identity theory and representations theory. These theories explain how social identity is created in the relation between the individual and the social world that she exists in. The empirical material was collected through interviews with six students currently attending a senior high school for people with intellectual disability, “gymnasiesärskola” in Swedish. The results show that the specific situations that proved importance for the student’s identity making were: When they were not being able to make choices. How other people, especially teachers, were relating to them combined with the social climate in groups they belonged to. And the overall sense of not being “normal” and having a diagnosis. Results that appeared to be new compared to other studies were that the students interpreted their diagnosis as a school issue and not something that was connected to their own person.

Recent research show that young people with mild intellectual disabilities are raising complaints against the society´s demand for categorization in order to provide the right amount of support (Ineland, Molin & Sauer 2013, Tideman 2012). This study’s purpose is to find out if and how students attending a senior high school for people with intellectual disability, are affected by their school attendance in their identity making. With focus on finding out:1.What situations within the school prove specific importance in relation to students’ identity making?2.How are the students identity making limited or enabled by their attendance at the school for students with intellectual disabilities? 3.How are the students identity making affected by being included or excluded?The theoretical framework is inspired by theories based on social constructionism. The author has chosen to adopt an intersectional analysis that claims that different power relations in society affects and reinforce each other. Another important theory is social identity theory and representations theory. These theories explain how social identity is created in the relation between the individual and the social world that she exists in. The empirical material was collected through interviews with six students currently attending a senior high school for people with intellectual disability, “gymnasiesärskola” in Swedish. The results show that the specific situations that proved importance for the student’s identity making were: When they were not being able to make choices. How other people, especially teachers, were relating to them combined with the social climate in groups they belonged to. And the overall sense of not being “normal” and having a diagnosis. Results that appeared to be new compared to other studies were that the students interpreted their diagnosis as a school issue and not something that was connected to their own person.

Syftet med denna studie var att undersöka socionomers uppfattning om förhållningssättet i arbetet med lindrigt utvecklingsstörda föräldrar. Studien syftar även till att undersöka om variationen i förhållningssättet är kopplat till organisation och yrkesroll. Materialet bestod av sex semistrukturerade intervjuer med socionomer från tre olika organisationer som arbetar med föräldrar som har lindrig utvecklingsstörning. Dessa var Vuxenhabiliteringen, LSS- verksamheter och Individ- och familjeomsorgen. I studien genomfördes en telefonintervju med en forskare som har expertkunskaper kring utvecklingsarbetet för föräldrar med lindrig utvecklingsstörning.  Forskarens fokus kopplas till socionomernas upplevelser av arbetet, organisationens roll i arbetet samt betydelsen av samverkan.  Studien syftade till att analysera resultatet utifrån två teoretiska perspektiv. Dessa är Gräsrotsbyråkrati samt Människobehandlande organisationer.  Resultatet i studien visar på att socionomerna i dessa organisationer har olika förhållningssätt beroende på den verksamhet som de arbetar i samt den yrkesroll de har i organisationen. Studien indikerade även hur dessa organisationer påverkar föräldraskapet hos lindrigt utvecklingsstörda föräldrar. / The aim of this study was to describe and analyse social workers’ approach in working with parents with mild intellectual disability. The study intends to find out if work approach is related to position and type of organisation. The data consists of six semi structured interviews with social workers from three different organisations that in work meet parents with mild intellectual disability. These organisations were Vuxenhabiliteringen, LSS and Individ- and Familjeomsorgen. In addition, an interview with a researcher that has expert knowledge in development for parents with mild intellectual disability was done. In the analysis the experiences of social workers were linked to organizational tasks and importance of cooperation. The study purposed to analyse the result from two theoretical perspectives; street- level bureaucracy and human-service organisations. The result shows that social workers in the organisations have different approaches dependent on what organisation they work in and the role and working tasks they have in work. The study also indicated how the organisations and their tasks affected the parenthood for persons with mild intellectual disabled parents.

The aim of this thesis is to analyse employment of people suffering from mild intellectual disability. The thesis briefly describes those learning difficulties and selects a mild intellectual disability from a wide range of other mental disabilities. The text is based on the fact that people with learning difficulties are able to work, live in a family and become members of the society as well as to be independent citizens. However, there is a necessity to help those people not only with regard to their educational process, but also on the labour market, which is apparently highly competitive even for people without any special needs. The thesis is also focused on various possibilities of people suffering from learning difficulties in the terms of enabling them to get a job. In accordance with the regulation on mild intellectual disability people, the thesis suggests many of suitable positions within service industry. Owing to the fact that people with this type of disease are under protection of the law, and that there are some incentives for employers, nowadays it is much easier to find them a job. Among other things, the thesis is also focused on economic, sociological and psychological aspects, so far as finding and keeping a job. For all people, their integration into society through the work...

The theme of this diploma thesis is the development of literacy of pupils with mild intellectual disability. This thesis is divided into 5 parts. The key words such as literacy, reading literacy, pupil with a mild intellectual disability and schooling of pupils with mild intellectual disability, are described in the first four parts. Chapter number five is the empirical part of the thesis. The aim of this thesis is to find out the level of the reading literacy of pupils with mild intellectual disability at the school for mentally retarded children. A handbook supporting the development of the reading literacy for pupils with mild intellectual disability has been written based on this result. Methods of quantitative research have been used to obtain the final results. One of the research instruments was also a nonofficial test of reading literacy that has for its purpose to determine the level of the reading literacy of mildly mentally disabled pupils. KEYWORDS pupil, literacy, reading literacy, reading literacy test, mild intellectual disability, school for mild mentally retarded pupils

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.

This thesis is dedicated to the possibilities of using elements of drama education while working with persons with a mild intellectual disability. The theoretical part begins with characteristics of intellectual disability, with a specific focus on psychic processes and personality structure of individuals with a light degree of intellectual disability. Besides containing pedagogical-psychological groundwork, which clarifies the essence and meaning of drama activities in the educational processes of persons with impaired intellectual abilities, the text introduces principles of indirect drama-educational work and performance of drama activities. It also describes some methods and techniques of drama education, which reflect the potential and abilities of individuals with intellectual disabilities. The practical part includes a proposal for a project based on literary sources, and mainly oriented at the personality and social development of the target group.

The thesis provides an analysis and comparison of Geography textbooks for children with hearing impairment, children with a mild intellectual disability and children in mainstream elementary schools. The aim of the thesis is to highlight the current state of Geography textbooks for children with hearing impairment and, by means of combining findings on deaf education and the didactics of Geography, suggest specific solutions for improving the quality of education of children with hearing impairment through raising the standard for didactic materials used for teaching. The introduction of the thesis explores the position of Geography as a field of study within the School and Framework Educational Programmes; the objectives of teaching Geography at the second stage of elementary school are examined in relation to the target groups whose the textbooks are analysed in this thesis. Further, the thesis focuses directly on textbooks. The functions of the textbook in the educational process are introduced, as well as its structural components with a particular emphasis on the textual elements. Drawing on relevant academic literature, the characteristic features of these elements are described with special attention paid to learning from text - predominantly with regards to deaf children who typically...

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)