A pilot-study was used to investigate, types of assistance, assessed needs, outcomes and effects of special-needs assistance given to a subsample of compulsory school pupils in an effort to develop an evaluation strategy for identifying educational impacts of specific special-needs inputs.  Preliminary results indicate a tendency for postive outcomes for most pupils in the pilot group (n = 11) but also that many pupils have residual difficulties.  Pupils with residual difficulties mostly required special education asssitance with Maths, English or Swedish.  More pupils also needed support with behavioral difficulties.  More research and an expanding knowledge base is required in order to effectively evaluate outcomes of teacher support.  Schools need help in devising different methods of assistance and particularly for pupils with behavioral difficulties.

Magistro darbe atlikta teorinė specialiųjų poreikių vaikų ugdymo proceso bendrojo lavinimo mokykloje ir metaforinio mąstymo patarlėmis ypatumų analizė. Tyrimo hipotezė: tikėtina, kad specialiųjų ugdymosi poreikių mokinių metaforinio mąstymo lygmuo yra žemesnis nei bendraamžių ir tai siejasi su didaktinio proceso ypatumais, todėl sistemingas ir kryptingas mokymas suprasti patarlių perkeltinę prasmę lavins ir spartins metaforinio mąstymo vystymąsi. Tyrimo metodai: mokytojų ir mokinių anketinė apklausa; ugdomasis eksperimentas; duomenų apdorojimas. Tyrime dalyvavo 52 pradinių klasių mokytojai ir 644 mokiniai iš Marijampolės ir Vilkaviškio bendrojo lavinimo mokyklų. Eksperimentiniame tyrime dalyvavo 10 trečios ir 12 ketvirtos klasės specialiųjų ugdymosi poreikių turinčių mokinių iš Vilkaviškio Salomėjos Nėries vidurinės mokyklos. Empirinėje dalyje nagrinėjama: mokinių perkeltinės patarlių prasmės supratimas; mokymo metodų taikymas metaforinio mąstymo lavinimui; metaforinio mąstymo ugdymo rezultatai. Empirinio tyrimo išvados: 1. Inkliuzinio ugdymo idėjos ir heterogeninis mokinių grupavimas lemia ne tik poreikių įvairovę klasėje, bet ir reikalauja individualizuoto požiūrio parenkant ir taikant mokymo metodus, būdus, kurie užtikrintų, kad kiekvienas mokinys įgytų tvirtas žinias, būtų formuojama jo pasaulėžiūra, savarankiškumo įgūdžiai bei lavinami intelektinai gebėjimai. Vienu iš intelektinių gebėjimų galime laikyti metaforinių tekstų – patarlių, supratimą. Heterogeninės klasės... [toliau žr. visą tekstą] / In work of the master was leading the theoretical analysis of features of properties of thinking with metamorphoses of proverbs for process of education of children with special needs. Hypothesis of research: there is an opinion, that for education of pupils with special needs of metamorphosis of thinking the level is below rather than at their schoolfellows and it is connected with didactic of process features, therefore the purposeful and regular doctrine of understanding of proverbs in a portable kind been educate and will accelerate development of metamorphosis a level of thinking. Methods of research: questionnaire of teachers and pupils; educational experiment; data processing. 52 teachers of initial classes participated in research and 644 pupils from comprehensive schools from Marijampoles and Vilkaviskis. In experiment research was participated the ten of third class and twelve pupils from fourth class having special need of education from Vilkaviskio Salomejos Neries high school. In empirical part it has been investigated: portable concept of sense of a proverb pupils; use of methods of training for development of metamorphosis thinking; results of research of metamorphosis thinking. The conclusions of research of metamorphosis thinking: 1. Ideas of inclusive education and the heterogeneous pupils of grouping defines not only a version in a class but also demands an individual sight choosing and using methods of training, kinds which would provide that each pupil... [to full text]

The diploma thesis aims at the present situation of inclusion or common school system education in the environment of primary school, specifically in Art lessons. The theoretical part defines fundamental terms and describes the current state of this issue on the basis of professional literature and present laws. The aim of the empirical part is to acquire experience of Art lesson pedagogues working with pupils with special educational needs. Essential is an integration of these pupils into regular process of education, function and utilization of teaching assistant and other specifics of inclusive education. Qualitative research, observation method, dialogue and auto-evaluation of the video record. Key words: inclusion, education, Art, pupils with educational special needs

The aim of this paper is to shed some light on to what extent the process of making reality of Inclusion, as stated in International Declarations and in Government policies, has reached the actual educational activities in the school system. My chosen method is a case study, in which I have combined a survey with interviews in order to retrieve enough data for my analysis. I have also studied a number of policy documents and relevant literature. My analysis concludes, for the school that I have chosen to study, that there is still a lot to be done before inclusion becomes a reality. There are many obstacles to overcome, for instance; a constant struggle to obtain enough resources and to reach relevant levels of competence within the personnel. My study indicates that the current municipality states educational policies, regarding inclusion, that rest on the principal that there will be additional resources available in the classroom. However there is little chance that the school will have the means to apply such extra resources without additional financial and educational support from the municipality. Another worrying fact that appears through my study is that the system for student admission, as stated by the munici­pality, lets new pupils, often with special educational needs, continuously and directly in to the school. This system makes it difficult for the school management to produce endurable plans and achieve a balance in resources that align with the given financial frame. The study also shows the importance of how the interpretation of the concept of inclusion is being made. In the case of the studied school the interpretation has lead to a massive workload on the regular classroom teachers, who have been given an extensive responsibility for the teaching and documentation of every student. This responsibility does not match the capability, which has lead to the up building of an extensive non-inclusive activity, just to be able to keep up and to be able to “survive”.

<p>Det övergripande syftet med min C-uppsats är att granska lärarens bedömning och perceptio-ner för elever i behov av särskilt stöd och vidare belysa vilka möjligheter och begränsningar de anser sig ha för att kunna ta hänsyn till elever i behov av särskilt stöd samt få en syn på de skolsituationer som barn och elever med dolda funktionshinder och i behov av särskilt stöd kan befinna sig i.</p><p>För att få svar på mina frågor har sex lärare inklusive en special lärare intervjuats och samti-digt diskuterades de psykologiska och biologiska faktorer kring barns och ungdomars utveck-ling. Den historiska återblicken ger oss en uppfattning på hur begreppet ”en skola för alla” har utvecklats inom loppet av tiden och vilka syn på barn i behov av särskilt stöd har pedagogerna idag. De centrala frågorna rörde sig om pedagogernas uppfattning om barn med koncentra-tionssvårigheter och deras syn på diagnostisering av barn med problem. En inkluderande inte-grering i jämförelse med segregering diskuterades också samt hur pedagogerna kan hjälpa dessa barn.</p><p>Eleverna i skolan är olika och deras olikheter måste mötas med omtanke. För att uppfylla de-ras behov krävs kunniga och kompetenta personal i skolan. Skolan måste ha en fungerande och tillfredställande elevvård för att kunna nå skolans mål. Skolornas neddragningar på grund av ekonomiska problem gör att barn med dolda funktionshinder misslyckas allt oftare i da-gens skola. Dessa orsakar att barn får ett dåligt självförtroende med upprepade misslyckande och försämrar deras problem.</p><p>Allmänt finns det en del olika faktorer som ligger bakom barn med koncentrations svårighe-ter. De biologisk och ärftliga faktorer samt tillväxtmiljön och deras samhällsställning kan ge-nerellt nämnas. Brist på tid, ekonomi och kunskap i skolorna är det en barriär för att kunna hjälpa barn med svårigheter.</p> / <p>The comprehensive purpose with this paper is to have a look at teacher’s assessment and per-ception of pupils with special educational needs. And further illustrate which possibilities and restrictions they believe to have, to take children with special educational needs into consid-eration and get a view of school situations who children with hidden functional disability and with special educations needs are at the present.</p><p>To get answer to my questions, six teachers inclusive a special teacher for pupils with im-paired disabilities have been interviewed and discussed the psychological and biological fac-tors around children’s development. The historical review gave us a perceptive on how defini-tion of “school for all” has been developed during the time and what is teacher’s opinion on children with special needs today. The central questions were concentrating on teachers un-derstanding of children with concentration difficulty and their opinion on diagnostic of chil-dren with problems. An “including integration” compared to segregating been discussed as well and finally discussed how teachers can help these children.</p><p>Pupils in school are not comparable and these differences must meets carefully. To meet chil-dren’s requirements schools have need of personnel’s competence and proficiency. Schools required having functioning and satisfactory pupil welfare to achieve the aim. Lowering of school resources due to economical problems do that child with hidden functional disability fails more often in schools these days. These effects cause that children get a horrific self-confidence and worsen their problems. Generally, there are different factors behind the con-centrations difficulty. The biological and hereditary factors as well as home environment and their class society can points out in general. Lacking of time, economy and knowledge stops teachers to helping children in school.</p>

Arbetet är  baserat på studier gjorda på en högstadieskola i en mindre kommun i södra Sverige. Syftet med den här studien har varit att försöka ta reda på hur lärare och resurspedagoger tycker att skolan lyckas med sitt särskilda ansvar för de elever som har svårigheter att nå målen i skolan genom att ta reda på hur de tolkar begreppet  ”En skola för alla ”. Respondenterna anser att skolan skall vara likvärdig för alla elever, oavsett vilka förutsättning och behov de har. Metoderna har varit kvalitativa intervjuer med 4 pedagoger som arbetar dagligen med elever som av något skäl är i behov av särskilt  stöd för att nå målen för utbildningen. Resultatet av studien visar på att pedagogerna inte anser att deras skola lever upp till begreppet ” En skola för alla” och att deras skola på allvar måste börja med att skaffa sig en ökad kunskap och förståelse för elever i behov av särskilt stöd. Utmaningarna ligger i att få med sig ledningen och övriga lärare i detta komplexa arbete. Det framkommer även i resultatet att material, lokaler och resurser är väldigt begränsat idag.

This thesis is focused on assessing applications of educational contents and goals of the subject Art in the school for pupils with special educational needs. Firsly are characterized the Framework educational programme and School educational programme. Consequently is analyzed the content of School educational program at Elementary and Practical school Svítání, o.p.s. Through action research there are compared the contents of the above binding documents with reality of teaching in the school, which deals with the education of pupils with special educational needs. Action research was realized through video record, transcriptions and analysis of recorded lessons, evaluation of used forms and methods in teaching practice, suggestions and subsequent implementations of didactic art education project with pupils of this school. The work with Framework and School educational programme revealed that the School educational programme subjected to analysis is too focused only on art techniques and specific themes, almost disregards Framework educational programme and very limitedly works with curriculum or expected outcomes discussed herein. Teachers have just narrow space for motivation focused on actual topics and art work. Action research has shown that these specific and serious deficiencies of School...

<p>The terms”inclusion” and” a school for all” are closely connected. The question schools can ask themselves is how they choose to create inclusion and a school for all and also in what perspective. The purpose with this study was to find out how the headmasters and the teachers at “Blommans skola” reasoned about the definition “inclusion”. In order to fulfill the purpose I used the following questions: How do the teachers reason around the two definitions “inclusion” and “a school for all” and how does this school include children with special needs?</p><p>I chose to work with a qualitative research method and I performed interviews based on an interview guide. The empirical material I gathered was divided into themes in order to analyze how the participants in the study had concluded the central definition inclusion to individualization, pupils with special needs, a school for all and interest and motivation.  The result of my research show that the informants define inclusion as having the same human value regardless and include everyone accordingly even the ones at the moment not present in the classroom. My material shows that it is the segregated integration that dominates the education situations and that the informants think that it is necessary in order to individualize learning. The informants think it is not excluding to have the pupil attend the school best fitted for the individual needs. My conclusion is that “a school for all” needs to be individually laid out, no matter what special needs are required, since all of us have a different way of learning.</p>

Det övergripande syftet med min C-uppsats är att granska lärarens bedömning och perceptio-ner för elever i behov av särskilt stöd och vidare belysa vilka möjligheter och begränsningar de anser sig ha för att kunna ta hänsyn till elever i behov av särskilt stöd samt få en syn på de skolsituationer som barn och elever med dolda funktionshinder och i behov av särskilt stöd kan befinna sig i. För att få svar på mina frågor har sex lärare inklusive en special lärare intervjuats och samti-digt diskuterades de psykologiska och biologiska faktorer kring barns och ungdomars utveck-ling. Den historiska återblicken ger oss en uppfattning på hur begreppet ”en skola för alla” har utvecklats inom loppet av tiden och vilka syn på barn i behov av särskilt stöd har pedagogerna idag. De centrala frågorna rörde sig om pedagogernas uppfattning om barn med koncentra-tionssvårigheter och deras syn på diagnostisering av barn med problem. En inkluderande inte-grering i jämförelse med segregering diskuterades också samt hur pedagogerna kan hjälpa dessa barn. Eleverna i skolan är olika och deras olikheter måste mötas med omtanke. För att uppfylla de-ras behov krävs kunniga och kompetenta personal i skolan. Skolan måste ha en fungerande och tillfredställande elevvård för att kunna nå skolans mål. Skolornas neddragningar på grund av ekonomiska problem gör att barn med dolda funktionshinder misslyckas allt oftare i da-gens skola. Dessa orsakar att barn får ett dåligt självförtroende med upprepade misslyckande och försämrar deras problem. Allmänt finns det en del olika faktorer som ligger bakom barn med koncentrations svårighe-ter. De biologisk och ärftliga faktorer samt tillväxtmiljön och deras samhällsställning kan ge-nerellt nämnas. Brist på tid, ekonomi och kunskap i skolorna är det en barriär för att kunna hjälpa barn med svårigheter. / The comprehensive purpose with this paper is to have a look at teacher’s assessment and per-ception of pupils with special educational needs. And further illustrate which possibilities and restrictions they believe to have, to take children with special educational needs into consid-eration and get a view of school situations who children with hidden functional disability and with special educations needs are at the present. To get answer to my questions, six teachers inclusive a special teacher for pupils with im-paired disabilities have been interviewed and discussed the psychological and biological fac-tors around children’s development. The historical review gave us a perceptive on how defini-tion of “school for all” has been developed during the time and what is teacher’s opinion on children with special needs today. The central questions were concentrating on teachers un-derstanding of children with concentration difficulty and their opinion on diagnostic of chil-dren with problems. An “including integration” compared to segregating been discussed as well and finally discussed how teachers can help these children. Pupils in school are not comparable and these differences must meets carefully. To meet chil-dren’s requirements schools have need of personnel’s competence and proficiency. Schools required having functioning and satisfactory pupil welfare to achieve the aim. Lowering of school resources due to economical problems do that child with hidden functional disability fails more often in schools these days. These effects cause that children get a horrific self-confidence and worsen their problems. Generally, there are different factors behind the con-centrations difficulty. The biological and hereditary factors as well as home environment and their class society can points out in general. Lacking of time, economy and knowledge stops teachers to helping children in school.

The terms”inclusion” and” a school for all” are closely connected. The question schools can ask themselves is how they choose to create inclusion and a school for all and also in what perspective. The purpose with this study was to find out how the headmasters and the teachers at “Blommans skola” reasoned about the definition “inclusion”. In order to fulfill the purpose I used the following questions: How do the teachers reason around the two definitions “inclusion” and “a school for all” and how does this school include children with special needs? I chose to work with a qualitative research method and I performed interviews based on an interview guide. The empirical material I gathered was divided into themes in order to analyze how the participants in the study had concluded the central definition inclusion to individualization, pupils with special needs, a school for all and interest and motivation.  The result of my research show that the informants define inclusion as having the same human value regardless and include everyone accordingly even the ones at the moment not present in the classroom. My material shows that it is the segregated integration that dominates the education situations and that the informants think that it is necessary in order to individualize learning. The informants think it is not excluding to have the pupil attend the school best fitted for the individual needs. My conclusion is that “a school for all” needs to be individually laid out, no matter what special needs are required, since all of us have a different way of learning.