Syftet med denna studie är att öka kunskapen hur specialpedagoger verksamma i grundskolans år 1 till 6 uppfattar skolors arbete med utåtagerande barn. Studien baseras på sex specialpedagogers uppfattningar om deras förutsättningar på organisation-, grupp- och individnivå samt skolans metoder och strategier i arbetet med utåtagerande barn. Uppfattade resultat i detta arbete undersöks. Studien presenterar delar av den forskning, både nationell och internationell, som behandlar metoder och strategier i arbetet med utåtagerande barn samt tre teoretiska perspektiv.   I studien har en kvalitativ metodansats använts och resultatet har analyserats tematiskt. Analysen av empirin genererar tre huvudteman: förutsättningar, metoder och strategier samt möjligheter och utmaningar i arbetet med utåtagerande beteende hos barn.  Resultatet har diskuterats och analyserats med stöd av tidigare forskning och teoretiska perspektiv.   Resultatet visar att specialpedagogerna uppfattar att det ofta finns goda förutsättningar i arbetet med utåtagerande barn och att det även finns hinder och möjligheter som påverkar. Rektors ledarskap och förmåga att organisera verksamheten för att möta upp behoven av barn med utåtagerande beteende uppfattas ha stor betydelse. Ett hinder uppfattas vara lärares brist på tid då specialpedagogerna uttrycker att all personal behöver mötas för att tillsammans arbeta fram handlingsplaner med gemensamma strategier och förhållningssätt för de utåtagerande barnen.   Resultatet visar även att organiserandet av lärmiljön kan se olika ut samt att specialpedagogernas uppfattning av elevers inkludering varierar, även om utgångspunkten är att de utåtagerande eleverna ska verka i ett lärande sammanhang tillsammans med andra. Resultatet visar även att personalens förhållningssätt till, bemötande av och förmåga till relationsskapande med eleven har betydelse för elevens förutsättningar att minska det utåtagerande beteendet och få ett ökat lärande. / The goal of this study is to increase the knowledge of how Special Needs Coordinators (SENCOs) working in Elementary school yr 1 – 6 percieve the work with children who are acting out. The study is based on six SENCOs’ perceptions of their preconditions of working on organisation, group and individual levels, as well as the schools’ methods and strategies and the percieved results in the work with children who are acting out. The study presents parts of both national and international evidence based research within the area of methods and strategies used in the line of work with children who are acting out. It also presents three theoretical perspectives.   In the study a qualitative research method has been used and the results has been analysed thematically. The analysies of the empirical evidence generate three main themes: preconditions, methods and strategies as well as possabilities and challenges in the work with children who are acting out. The result has been discussed and analysed based on pre-existing research and theoretical perspectives.   The result shows that the SENCOs’ perceptions is that there is often good preconditions in the work with children who are acting out but that there is also obsticales and possabilities affecting said precontitions. The principals’ leadership and ability to organize the school to meet the needs of children who are acting out is percieved to be of great importance. Teachers’ lack of time is seen as a difficulty, as the SENCOs emphasise the need for all staff to meet and produce plans of action with overarching strategies and approaches to the children who are acting out.   The result also shows that the learning enviroment can be organized in different ways and that the SENCOs’ perception of students inclusion varies, even if the standpoint is that students who are acting out shall participate in a learning context together with other students. The result also shows that the staff’s approach to, treatment of and ability to build relationship with the student affect the student’s ability to act out less and learn more.

The thesis is focused on exploration of beginning teacher in primary school, and in terms of its readiness for a meeting with pupils' discipline problems. The aim of the thesis is to determine the level of readiness of beginning teachers in primary schools to solve disciplinary problems in the class. The other goal is to consult the undergraduate training of beginning teachers, and answer the question to what extent they are prepared for disciplinary problems in practice by the college. Another goal is to determine the real readiness of beginning teachers to solve problematic behavior of pupils, and in terms of real and outlined cases.

The thesis deals with the topic of academic self-efficacy of pupils who have been given protective or institutional education due to significant problematic behaviour by the court and who became clients of children's homes with the school. First, the concept of self-efficacy and the concept of academic self-efficacy is presented. Resources as well as social environment issues and gender differences are related to academic self-efficacy. The following chapter describes the topic of problematic behaviour and behavioural disorders. The third chapter is devoted to protection and constitutional care. The last chapter describes the topic of academic self-efficacy of students with problematic behaviour. The empirical part includes research carried out in children's homes with students showing significant problematic behaviour, using the Myself As a Learner Scale and Children's Self- Efficacy Scale questionnaires. A significant difference was found between the level of academic self-efficacy between a set of pupils from children's homes with a school and a set of pupils from ordinary upper primary schools. Only a partial correlation has been proved between the study average and the level of academic self-efficacy. There was no difference in the level of academic self-efficacy between genders. Equally, the...

This diploma thesis focuses on the topic of problematic behaviour of pupils with autism and medium mental retardation in an educational process. The main aim of this work is to learn about and describe teaching staff's experience with the occurrence and ways of handling problematic behaviour of these pupils. The theoretical part describes the basic terms related to autism, mental retardation and it also outlines a historical context of autism, etilogy, its classification and characteristic symptoms. The thesis also focuses on the diagnostic process in the psychological and pedagogical diagnostics, an overview of basic obligatory diagnostic tools is provided. It deals with the legislative framework of the education of pupils with autism and medium mental retardation, it describes the most common educational methods and therapeutic approaches in special schools. Next chapter defines the term problematic behaviour, outlines the diagnostic evaluations and some specific approaches to correcting such behaviour. The practical research part is based on the qualitatively-oriented methodology and it works with data gained from 11 semi-structured interviews with the school deputy directors, special pedagogues - teachers, assistant teachers - educators from three elementary schools separately established for...

The first part of dissertation describes the problematic of problems in education and children prevention in period of early adolescence. Firstly have defined the specifics of this period of development, follow analyse of reasons the birth of education problems by personal factors view and also by influence to social individual environs. After below the description of behaviour problem forms (non-aggressive and aggressive conducts), prevention system in the Czech Republic and description of institutions which helps to solve already incurred problems in education. The second part of dissertation is getting closer to prevention activities of concretely Non- Governmental Organization. It's concerned into the program called "Chobotnička - chance for children and their next development. This part describes targets of program, organization and concept how to choice and select the clients and also including the example of lesson. Integral part is description of each methods using in program. For overall touch in to the work with clients are added case studies. Conclusion of dissertation gives heed to program analysis by provider and clients view and concerned to question about future of this program.