<p>The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used. The ones I present are Learning through your senses (Neurolinguistic programming), The Dunn and Dunn learning styles model and Support from the computer. The results were analysed on the basis of the Labelling theory. The results showed that a lot of people with dyslexia have similar experiences from how it is to live with dyslexia, among other things they have felt left outside and have met foolishness from their surroundings. The results from the learning styles models shows that especially the first two models takes consideration to the students unique learning style in different ways. A woman tells us about how she conquered her dyslexia.</p>

The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used. The ones I present are Learning through your senses (Neurolinguistic programming), The Dunn and Dunn learning styles model and Support from the computer. The results were analysed on the basis of the Labelling theory. The results showed that a lot of people with dyslexia have similar experiences from how it is to live with dyslexia, among other things they have felt left outside and have met foolishness from their surroundings. The results from the learning styles models shows that especially the first two models takes consideration to the students unique learning style in different ways. A woman tells us about how she conquered her dyslexia.

Textförenkling innebär modifiering av text så att den blir lättare att läsa genom ersättning av komplexa ord, ändringar av satsstruktur och/eller borttagning av onödig information. Forskning existerar kring textförenkling på svenska, men användandet av neurala nätverk inom området är begränsat. Neurala nätverk kräver storaskaliga och högkvalitativa dataset, men sådana dataset är sällsynta för textförenkling på svenska. Denna studie undersöker framtagning av dataset för textförenkling på svenska genom parafrasutvinning från webbsidor och genom översättning av existerande dataset till svenska, och hur neurala nätverk tränade på sådana dataset presterar. Tre dataset med sekvenspar av komplexa och motsvarande simpla sekvenser skapades, den första genom parafrasutvinning från web data, det andra genom översättning av ett dataset från engelska till svenska, och ett tredje genom att kombinera de framtagna dataseten till ett. Dessa dataset användes sedan för att finjustera ett neuralt vätverk av BART modell, förtränad på stora mängder svensk data. Utvärdering av de tränade modellerna utfördes sedan genom en manuell undersökning och kategorisering av output, och en automatiserad bedömning med mätverktygen SARI och LIX. Två olika dataset för testning skapades och användes i utvärderingen, ett översatt från engelska och ett manuellt framtaget från svenska texter. Den automatiska utvärderingen med SARI gav resultat nära, men inte lika bra, som liknande forskning inom textförenkling på engelska. Utvärderingen med LIX gav resultat på liknande nivå eller bättre än nuvarande forskning inom textförenkling på svenska. Den manuella utvärderingen visade att modellen tränad på datat från parafrasutvinningen oftast producerade korta sekvenser med många ändringar jämfört med originalet, medan modellen tränad på det översatta datasetet oftast producerade oförändrade sekvenser och/eller sekvenser med få ändringar. Dock visade det sig att modellen tränad på de utvunna paragraferna producerade många fler oanvändbara sekvenser än vad modellen tränad på det översatta datasetet gjorde. Modellen tränad på det kombinerade datasetet presterade mellan de två andra modellerna i dessa två avseenden, då den producerade färre oanvändbara sekvenser än modellen tränad på de utvunna paragraferna och färre oförändrade sekvenser jämfört med modellen tränad på det översatta datat. Många sekvenser förenklades bra med de tre modellerna, men den manuella utvärderingen visade att en signifikant andel av de genererade sekvenserna förblev oförändrade eller oanvändbara, vilket belyser behovet av ytterligare forskning, utforskning av metoder, och förfinande av de använda verktygen. / Text simplification involves modifying text to make it easier to read by replacing complex words, altering sentence structure, and/or removing unnecessary information. It can be used to make text more accessible to a larger crowd. While research in text simplification exists for Swedish, the use of neural networks in the field is limited. Neural networks require large-scale high-quality datasets, but such datasets are scarce for text simplification in Swedish. This study investigates the acquisition of datasets through paraphrase mining from web snapshots and translation of existing datasets for text simplification in English to Swedish and aims to assess the performance of neural network models trained on such acquired datasets. Three datasets with complex-to-simple sequence pairs were created, one through mining paraphrases from web data, another by translating a dataset from English to Swedish, and a third by combining the acquired mined and translated datasets into one. These datasets were then used to fine-tune a BART neural network model pre-trained on large amounts of Swedish data. An evaluation was conducted through manual examination and categorization of output, and automated assessment using the SARI and LIX metrics. Two different test sets were evaluated, one translated from English and one manually constructed from Swedish texts. The automatic evaluation produced SARI scores close to, but not as well as, similar research in text simplification in English. When considering LIX scores, the models perform on par or better than existing research into automatic text simplification in Swedish. The manual evaluation revealed that the model trained on the mined paraphrases generally produced short sequences that had many alterations compared to the original, while the translated dataset often produced unchanged sequences and sequences with few alterations. However, the model trained on the mined dataset produced many more sequences that were unusable, either with corrupted Swedish or by altering the meaning of the sequences, compared to the model trained on the translated dataset. The model trained on the combined dataset reached a middle ground in these two regards, producing fewer unusable sequences than the model trained on the mined dataset and fewer unchanged sequences compared to the model trained on the translated dataset. Many sequences were successfully simplified using the three models, but the manual evaluation revealed that a significant portion of the generated sequences remains unchanged or unusable, highlighting the need for further research, exploration of methods, and tool refinement.

This paper is a qualitative, theory-based study with a phenomenological, hermeneutic approach and a didactic perspective. The aim of this study is to examine three educators experience of using both Drama in education (DP) and Neurolinguistic programming (NLP) in conjunction with each other, with the aim of changing limiting patterns in individuals and groups. The study examines the following research questions: 1. How does an educator describe their work, using the combination of DP and NLP, with the aim to change limiting patterns? 2. What similarities as well as differences do educators experience between the two methodologies DP and NLP? 3. Why did the educator choose this particular combination? As background there's a brief description of education from a historic point of view and the concept of DP and NLP are explained together with examples of comprehensive research in the field. Following this: learning as theory is presented from the perspective of neuroscience, DP and NLP. Finally the concept of "limiting" patterns is described in detail.Three educators, working with both methods in conjunction, were interviewed and these interviews were compiled, compared and analysed relative to the research questions and theory derived from neuroscience and brain research.The result showes that the educators who were interviewed experienced numerous benefits from using both the DP and NLP methods in conjunction with each other - thus achieving more effective results in changing limiting patterns in people's attitudes, behaviour and outlook. Whilst both methods have similarities and differences, it's noticeable that they bring very different elements to the process. DP is seen as a collective, open and interactive approach that, together with its creative educational aspect, is contributing with a dramatic frame for exploration and visualisation of a particular subject's underlying and dominant patterns. NLP – also frequently based on a dramatic frame - is focused on how these internal patterns are distributed neurologically throughout our senses. The educators believe that DP and NLP used in conjunction creates an effective collaborative formula for change of patterns. Furthermore, NLP offers insights on how the educational approach can be effectively deepened and reinforced. Finally, the study shows that the combination works equally well in both group and individual processes. / Denna studie är en kvalitativ teorinära studie med en fenomenologisk, hermeneutisk ansats och ett didaktiskt perspektiv. Dess syfte är att undersöka tre pedagogers upplevelse av Dramapedagogik (DP) och Neurolingvistisk Programmering (NLP) i kombination, med avsikt att bryta begränsande mönster. Undersökningsfrågorna är: 1. Hur beskriver en pedagog sitt arbete att bryta begränsande mönster med kombinationen DP och NLP? 2. Vad upplever pedagogerna att det finns för likheter och skillnader mellan DP och NLP? 3. Varför har pedagogen valt denna kombination? I bakgrunden redogörs kortfattat för pedagogik ur ett historiskt perspektiv, begreppet DP och NLP beskrivs samt övergripande forskning inom områdena. Därefter redogörs för lärande inom DP, NLP samt ur ett neurovetenskapligt perspektiv. Slutligen redogörs för begreppet ”begränsande mönster”. Intervjuer av tre pedagoger som arbetar med båda metoderna gjordes, sammanställdes och analyserades efter undersökningsfrågorna och teori hämtad från neurovetenskap och hjärnforskning. Resultatet visar att de intervjuade pedagogerna upplever att det finns många fördelar med att kombinera DP och NLP i syfte att bryta begränsande mönster. De har både likheter och skillnader men framför allt tillför de helt olika saker. DP ses som en kollektiv, öppen och interaktiv metod som med sin gestaltande pedagogik tillför former för utforskande och synliggörande av underliggande och styrande mönster. NLP som också många gånger utgår från gestaltande former, är mer fokuserad på hur dessa interna mönster är ordnade neurologiskt via våra sinnen. Pedagogerna anser att DP och NLP är en effektiv kombination i ett förändringsarbete. Vidare kan NLP erbjuda insikter om hur det pedagogiska förhållningssättet kan förstärkas. Slutligen visar studien att kombinationen fungerar väl på såväl grupper som på individuella processer.