Several studies show that physical activity has positive effects for children with autism. Therefore, I chose to investigate the form of adaptions student in autism spectrum in the subject of sports and health and what conditions the physical education teachers have to create a favorable environment for student with autism. Through a qualitative research method with teachers in physical education and health, the material has been collected with semi structured interviews. The results show how teachers adapt teaching to student with autism spectrumdisorders. Physical education and health teachers work in different ways. The adaption can consist of preparation, the student’s special interests, structure, participation/involvement, andclarity in the teaching. Based on the discussion, all students are different and the teachers need to adapt the student’s needs. / Flertal studier visar att fysisk aktivitet har positiva effekter för barn med autism. Därför valde jag att undersöka vilken form av anpassningar elever inom autismspektrumet i ämnet idrott och hälsa och vilka förutsättningar idrottslärarna har för att skapa en gynnsam miljö för elever med autism. Genom en kvalitativ forskningsmetod med lärare inom idrott och hälsa har materialet samlats in via semistrukturerade intervjuer. I resultatet framkommer det hur lärarna anpassar undervisningen till elever med autismspektra. Idrott och hälsa lärarna arbetar på olika sätt för att anpassa undervisningen. Anpassningen kan bestå av förberedelser, elevensspecialintressen, struktur, delaktighet/involvering samt tydlighet i undervisningen. Utifrån diskussionen är alla elever olika och lärarna behöver anpassa elevens behov.

Syftet med denna studie har varit att undersöka hur grundskollärare uppfattar sin egen förmåga att ge stöd till elever med neuropsykiatriska funktionsnedsättningar. Det har genomförts sju stycken semistrukturerade intervjuer med sju stycken grundskollärare och materialet har haft en tematisk bearbetning. Det har analyserats utifrån kritisk teori samt Specialpedagogiska skolmyndighetens tillgänglighetsmodell. Studien pekar på att lärare uppfattar att deras förmåga att möta elevernas behov inte är problemet, utan att det har tid att göra. Studien pekar också på att lärare önskar att de hade mer förberedelse under utbildningstiden. Denna förberedelse förklaras både kan vara i teoretisk benämning i form av kunskap kring neuropsykiatriska funktionsnedsättningar, men framförallt i praktisk benämning i form av verksamhetsförlagt utbildning. / The purpose of this study has been to investigate how primary school teachers perceive their own ability to provide support to students with neuropsychiatric disabilities. Seven semi-structured interviews have been conducted with seven primary school teachers and the material has been thematically processed. It has been analyzed on the basis of critical theory and the Specialpedagogiska skolmyndighetens accessibility model (tillgänglighetsmodellen). The study indicates that teachers perceive that their ability to meet students' needs is not the problem, but that the lack of time does. The study also indicates that teachers wish they had more preparation during the educational period. This preparation is explained both to be in a theoretical designation in the form of knowledge about neuropsychiatric disabilities, but above all in a practical designation in the form of work-based education.

Through practical experiences in social work we have found that siblings of children with neuropsychiatric disability are being left behind in family treatment. We have also identified  a knowledge gap through previous research in how siblings experience their role and relationships within the family. The purpose of this study is to establish an understanding of how neuropsychiatric disability affects the siblings in the family. The siblings referred to in this qualitative study, who we got in touch with through social media, have been interviewed through six semi-structured interviews. Furthermore, the answers have been analyzed through systems theory. The results show that the siblings have taken great responsibility for their sibling and taken a step back as the sibling with neuropsychiatric disability had extensive needs that required a lot of attention and care from their parents.

This essay consists of a review of 34 scientific articles. The aim is to describe and compile current research about students with intellectual disability (ID) and neurodevelopmental disorder (NDD). The research questions focus on what challenges for learning and teaching the diagnoses imply, if there are any differences between girls and boys, and how the learning environment may be adapted for these students. The theoretical framework in this study consists of gender theory and social constructions. The results show that many students with ID also have diagnoses within NDD and that it affects the students’ executive, adaptive and social abilities. Girls show other symptoms than boys, but there tends to be fewer differences when the students have a severe ID. Girls are often quieter than boys and seem to have better social skills, while boys more frequently have challenging behaviour. The differences contribute to boys receiving more support in school and that they are referred to neuropsychiatric assessment at an earlier age. Girls however are more difficult to discover, which causes that girls often receive a diagnosis later than boys. Considerably more boys than girls get a diagnosis within NDD; research has for many years focused on boys’ symptoms, which has affected the formation of the diagnostic tools. The result shows that there is a huge need of adapting the education to each student’s ability and level of knowledge with help from a clear structure in a calm setting with few disturbances. The students need support in developing their executive, adaptive and social skills. Early interventions have shown to be of great importance. Regardless of cognitive level, pedagogues need to have high expectations on the students, encourage them and give them the support they need. The students may for example need longer time, rehearsal or that the exercises are divided into smaller parts. The result indicates that students with disabilities have the best opportunity for development when they are together with students in general education. / Den här forskningsöversikten består av en granskning av 34 vetenskapliga artiklar. Syftet är att beskriva och sammanställa aktuell forskning om elever som har IF och NPF. Frågeställningarna fokuserar på vilka utmaningar för lärande och undervisning diagnoserna innebär, om det förekommer några skillnader mellan flickor och pojkar samt hur lärmiljön kan anpassas för dessa elever. Det teoretiska ramverket i studien utgörs av genusteori och sociala konstruktioner. Resultatet visar att många elever med IF har diagnoser inom NPF och att det påverkar elevernas exekutiva, adaptiva och sociala förmågor. Flickor uppvisar ofta andra symtom än pojkar, men skillnaderna tenderar att vara mindre vid svår eller grav IF. Flickor är i regel tystare än pojkar och verkar ofta ha en högre social kompetens, medan pojkar i högre utsträckning är utåtagerande. Skillnaderna bidrar till att pojkar ofta får mer stöd i skolan och att de utreds i ett tidigare skede. Flickor är däremot svårare att upptäcka, vilket bidrar till att flickor ofta får diagnos senare än pojkar. Betydligt fler pojkar än flickor får diagnos inom NPF; forskning har i många år utgått från pojkars symtom, vilket har påverkat utformandet av utredningsverktygen. Resultatet visar att det finns ett stort behov av att individanpassa undervisningen utifrån elevernas förmågor och kunskapsnivå med hjälp av tydlig struktur i en lugn miljö med få störande moment. Eleverna behöver stöd för att utveckla sina exekutiva, adaptiva och sociala förmågor. Tidiga insatser har visat sig vara av stor betydelse. Oavsett kognitiv nivå krävs att pedagoger möter eleverna med höga förväntningar och uppmuntran samt ger dem det stöd de behöver. Exempelvis kan det handla om att få längre tid på sig, repetition eller att uppgifterna delas upp i mindre delar. Resultatet indikerar att elever med funktionsnedsättningar har störst möjlighet att utvecklas tillsammans med elever inom reguljär skola.

Problematisk skolfrånvaro är ett aktuellt socialt problem som ökar i omfattning. Detta examensarbete syftar därför till att undersöka skolans, socialtjänstens samt barn- och ungdomspsykiatrins arbete med att främja skolnärvaro samt återintegrera grundskoleelever i undervisningen. Vidare syftar arbetet till att undersöka hur samverkan ser ut mellan dessa aktörer. Denna kvalitativa studie baseras på sju semistrukturerade intervjuer med yrkesverksamma inom skola, socialtjänst samt barn- och ungdomspsykiatrin. Datamaterialet har analyserats utifrån handlingsutrymme, samverkan, ekologisk systemteori samt tidigare forskning. Studiens resultat visar att skolnärvaro utgör en friskfaktor för barns välbefinnande och utveckling. Av resultatet framgår även att neuropsykiatriska funktionsnedsättningar är den främsta orsaken till problematisk skolfrånvaro, detta eftersom stödinsatserna är bristfälliga. Likväl påvisar samtliga intervjupersoner att arbetet med problematisk skolfrånvaro upplevs som en utmaning. Studien redogör även att en välfungerande samverkan är avgörande vid arbetet med problematisk skolfrånvaro. Våra resultat synliggör däremot att både den interna och externa samverkan gällande problematisk skolfrånvaro är bristfällig. Studien belyser således vikten av att finna fungerande arbetssätt för att främja skolnärvaro och kunna återintegrera elever i undervisningen. / Problematic school absenteeism is a current and increasing societal problem. The purpose of this master thesis is to create an understanding for the school, social services, and the children and youth psychiatry’s work to promote school attendance and reintegrate elementary school students into the education system. The thesis also aims to portray the cooperation between these actors. This qualitative study is based upon seven semi-structured interviews with professionals within the school, social services, and the children and youth psychiatry. Room of action, cooperation, ecological system theory as well as prior research has been used to analyze the data. What the study concludes is that school attendance contributes to children’s wellbeing, and development. Furthermore, the results showed that neuropsychiatric disabilities is the primary cause of problematic school absenteeism due to a lack of sufficient support. In addition, we learn that problematic school absenteeism is perceived by all interviewees as a challenge. The thesis also unveils that effective cooperation is essential when facing the issue. However, our results prove that both internal, and external cooperation is lacking in relation to problematic school absenteeism. Thus, the study displays the importance of finding functioning work methods to combat problematic school absenteeism and reintegrate students back into the education system.

Syftet med arbetet är att undersöka hur språk- och skrivsvårigheter kan påverka ett ämne som SO då detta ämne lägger stor fokus på innehållet. Det är svårt att lära sig och förstå ett innehåll i en text om du måste lägga största fokuset på att ens kunna läsa texten. För att komma fram till ett resultat har vi valt ut artiklar och använt oss av äldre forskning utifrån dem. Vi har valt ut 8 forskningsartiklar samt avhandlingar och böcker som vi arbetat med. Vi har använt oss av både internationell forskning samt svensk forskning i våra valda artiklar.

The purpose of this study was to develop an understanding of how social secretaries in childwelfare service (CWS, in swedish BoF) work with children with symptoms ofneurodevelopmental disorder (NDD, in swedish NPF) and how they experience that the longcare queues at Child and Adolescent Psychiatric Services (CAP, in swedish BUP) affect theirwork. The empirics were collected through six semi-structured interviews with socialsecretaries from CWS in six different municipalities in a county in Sweden. The empirics wereanalyzed through a qualitative content analysis, and the professional logic has been used as atheoretical framework in the analysis of the results. In summary, the study showed that thesocial secretaries felt that they often came into contact with children with NDD problems. It isfurther explained that, based on their area of responsibility, they handled different problems inthe child's social situation. The results also showed that social secretaries experienced that theyhad many different opportunities to handle these children's social situation. However, the socialsecretaries wanted more alternatives of interventions directly to the child and that they couldwork more preventively and less in an emergency situation. The social secretaries' workclimate, workload and cooperation between the two organizations are some examples of areasthat the results showed were negatively affected by the care queues for CAP. One conclusionwas that social workers did not experience working differently with children with suspected ordiagnosed NPF, in comparison with other children. Their work was instead guided by the child'sneeds. Another conclusion is that the social secretaries had different experiences about how thecare queues affected their work. The results of the study provided valuable experiences fromthe social secretary and invited further studies of the staff on CAP's experiences, in order tothen solve the problem areas that are also highlighted in the study. / Syftet med denna studie var att utveckla förståelsen för hur socialsekreterare på Barn-ochfamiljeenheten (BoF) arbetar med barn med misstänkt eller diagnostiserad neuropsykiatriskfunktionsnedsättning (NPF) samt hur de upplever att de långa vårdköerna till Barn- ochungdomspsykiatrin (BUP) påverkar deras arbete. Empirin insamlades genom sexsemistrukturerade intervjuer med socialsekreterare på BoF i sex olika kommuner i ett län iSverige. Empirin analyserades genom en kvalitativ innehållsanalys, och den professionellalogiken användes som teoretisk utgångspunkt vid analys av resultatet. Sammanfattningsvisvisade studiens resultat att socialsekreterarna upplevde att de ofta kom i kontakt med barn medNPF-problematik. Vidare förklarades att de utifrån sitt ansvarsområde hanterade olika problemi barnets sociala situation. Resultatet visade även att socialsekreterare upplevde sig ha mångaolika möjligheter att hantera dessa barns sociala situation. Socialsekreterarna önskade dock fleralternativ av insatser direkt till barnet och att de kunde arbeta mer förebyggande och mindre iett akut läge. Socialsekreterarnas arbetsklimat, arbetsbelastning och samarbetet mellan de tvåorganisationerna var några exempel på områden som resultatet visade påverkas negativt avvårdköerna till BUP. En slutsats var att socialsekreterare inte upplevde sig arbeta annorlundamed barn med misstänkt eller diagnostiserad NPF, i jämförelse med andra barn. Deras arbetestyrdes istället utifrån barnets behov. Ytterligare en slutsats är att socialsekreterarna hade olikaupplevelser om hur vårdköerna påverkade deras arbete. Studiens resultat gav värdefullaupplevelser från socialsekreterare och inviterade till vidare studier av personalen på BUP:supplevelser, för att sedan lösa de problemområden som också har lyfts i studien

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This study investigates the impact social vulnerability has on subjective mental health among adolescents. Furthermore, this study aims to measure which of the independent variables that represent social vulnerability has the most effect on mental health. The independent variables include sex, gender, NPD-diagnosis, ethnic background, and subjective social status. Several studies have investigated these topics before, but few studies measure different kinds of socially vulnerable groups together and compare them side by side. A quantitative approach is used, namely cross-table analysis and regression analysis. The theoretical framework consists of theories on gender, minority stress, social fields, social status, and a holistic approach to the understanding of health. The results show that 16 percent of the variation within subjective mental health can be traced to social vulnerability. The most vulnerable to subjective mental health issues were adolescent girls (in the biological sense), followed by adolescents with NPD-diagnosis, and then adolescents with a queer gender identity. The least vulnerable to subjective mental health issues were adolescents with low social status. However, it seems that an adolescent’s social status within the school is more important than their family’s social status in society.

The purpose of the study is to acquire knowledge and understanding of successful school development, with a focus on students' cognitive abilities. The survey focuses on the implementation of development work and its effects on the organization and students' development. The theoretical framework is based on special educational perspectives, salutogenic perspective and organizational theory. Two contiguous preschool class‑third grade schools are included in the study and primary data consists of interview responses from school staff. The study also includes questionnaire responses from guardians of children in third grade. However, the response rate from the guardians is insufficient for conclusions. The results show that school development changed the view of students' differences and needs. Furthermore, the schools have shifted their focus to group and organizational level, as well as to more promotional and preventive work. Fewer students are included in the student health team and the number of action plans has decreased. The development of the schools is characterized by a shift towards a more critical perspective and has been conducted through strengthened meaningfulness in the form of defined values, consensus in purpose and vision and collegial cooperation. The conditions that enable successful school development are characterized by a strong sense of coherence, in both leadership and conditions. Increased focus on the environment, as well as enhancement of comprehensibility, manageability and meaningfulness, are also factors that have benefited students' development. Factors that hinder school development can be traced to a compensatory and dilemma perspective, as well as to a lack of sense of coherence. Above all concerning attitudes among school staff and external demands placed on the school activities. Our conclusion is that both school development and students' cognitive abilities can be promoted through the application of a salutogenic perspective.