The purpose of this study is to shed light on how school-age educare teachers' reason about their work in order to include all students in after-school education based on students' different conditions and needs. Issues touched upon and discussed in this study are school-age educare teachers' views on inclusion, pedagogical strategies and methods, and challenges that school-age educare teachers identify with inclusion work. This is a qualitative study and we have used semi-structured interviews to collect our data material. We have visited two different schools and interviewed four trained educare teachers with greater responsibility within the operation. We analyzed the collected material through a relational perspective. The results were divided into three different themes that answer our questions. In the result it appeared that the school-age educare teachers agree that it is important to work for and find alternative approaches to include all students in the activities. They also agree on the importance of being a responsive and engaged adult in social contexts and of actively building relationships with the students. When it comes to challenges, the experiences differed, we saw obstacles such as poor cooperation, staff shortages, guardians' resistance to diagnoses and religious reasons, among other things.

Tidigare forskning visar att matematiklärares kunskaper om adhd är låg och att det finns flera utmaningar att bemöta i matematikundervisningen hos elever med diagnosen. Den aktuella studien eftersträvar att belysa hur verksamma matematiklärare bemöter elever med diagnosen adhd, vilka strategier och metoder som fungerar och vilka utmaningar som finns i klassrumsundervisningen. Studien genomförs inom det teoretiska ramverket för lärares pedagogiska innehållskunskap (PCK, pedagogical content knowledge) och huruvida lärare ser ens egen del i att förkovra sig i kunskaper om elever med adhd och deras situation i undervisningen. Det vill säga, hur lärare utmanar och växer i sitt hantverk som pedagogisk ledare i undervisningen av matematiska ämneskunskaper. Metodvalet för datainsamlingen i studien var semistrukturerade intervjuer med tre verksamma matematiklärare från norra delen av Sverige. Alla tre lärare har en gedigen yrkeserfarenhet inom undervisning på mellanstadiet och så även inom matematikämnet. Likt den tidigare forskningen kan även denna studie belysa en låg kunskapsnivå om adhd hos undervisande matematiklärare på mellanstadiet. Studien visar också på svårigheter som uppkommer i samband med elever inom diagnosen och matematikundervisningen samt metoder och strategier som kan tänkas möta dem på ett framgångsrikt sätt. / Previous research shows that mathematics teachers' knowledge of adhd is low and that there are several challenges to be met in teaching mathematics to students with the diagnosis. The current study aims to shed light on how effective mathematics teachers deal with students diagnosed with adhd, which strategies and methods work, and which challenges that exist in classroom teaching. The study is carried out within the theoretical framework of teachers' pedagogical content knowledge (PCK) and whether teachers see their own part in improving their knowledge of students with adhd and their own teaching. That is, how teachers challenge and grow in their craft as pedagogical leaders in the teaching of mathematical subject knowledge. The method chosen for the data collection in the study was semi-structured interviews with three active mathematics teachers from the northern part of Sweden. All three teachers have solid professional experience in middle school teaching and so also in mathematics. Like the previous research, this study can also highlight a low level of knowledge about adhd among middle school mathematics teachers. The study also shows difficulties that arise in connection with students in diagnosis and mathematics teaching, as well as methods and strategies that can be thought of to meet them in a successful way.

CARMO, Magda Silony Maciel do. Demandas ambientais de Sabiaguaba na perspectiva dos marcadores sociais do lugar. 2011. 112f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-10-17T16:06:29Z No. of bitstreams: 1 2011_dis_msmcarmo.pdf: 5851053 bytes, checksum: 04fb72363128bcbde7c81c5104c7618c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-10-20T15:49:23Z (GMT) No. of bitstreams: 1 2011_dis_msmcarmo.pdf: 5851053 bytes, checksum: 04fb72363128bcbde7c81c5104c7618c (MD5) / Made available in DSpace on 2014-10-20T15:49:23Z (GMT). No. of bitstreams: 1 2011_dis_msmcarmo.pdf: 5851053 bytes, checksum: 04fb72363128bcbde7c81c5104c7618c (MD5) Previous issue date: 2011 / The current research in environmental Dialogical education identifies markers of social discourse of place and perception about the environmental demands of Sabiaguaba neighborhood in Fortaleza/ Brazil. It recognizes the culture of individuals, their experinces, their interdependence with the natural environment and the complexity existing in the relationship between man, nature and culture. It also focuses on their intercultural relations between epistemic authors who settled along the fabric of their working character by tracing highly qualitative Eco Relationship. The research connects the data collected and analyzes them in their entirety, citing the cultural ethnography proposed by James Clifford and Nestor Garcia Canclini. The defined ecological discourses surrounding the proposed field, taking into account the social structure of the place, the creation of Units conservation and preparing the management plan for the same. It made use of field notes, multi languages, participant observation, valuing complementarity provides a contribution in environmental studies, and Popular Education in the history of the settlement and exploitation of the space Sabiaguaba. / A presente pesquisa em Educação ambiental Dialógica identifica os Marcadores sociais do discurso do lugar e a percepção dos mesmos sobre as demandas ambientais da Sabiaguaba, reconhece a cultura dos indivíduos, a experiência dos mesmos, sua interdependência com os ambientes naturais e a complexidade existente na relação entre homem natureza e cultura, privilegia as relações interculturais entre os autores epistêmicos, que se estabeleceram ao longo da tessitura do trabalho tracejando seu caráter Eco Relacional e eminentemente qualitativo. Interliga os dados coletados e analisa os mesmos na sua integralidade, fundamentando-se na etnografia cultural proposta por James Clifford e Nestor Garcia Canclini, os definiu discursos ecológicos circundantes no campo proposto, levando em conta o tecido social do lugar, a criação das Unidades de Conservação e a preparação para o plano de manejo das mesmas. Lançou mão de notas de campo, multi linguagens, observação participante, valorizando a complementaridade oferece um contributo nos estudos ambientais, na Educação Popular e na história do povoamento e instrumentalização do espaço da Sabiaguaba.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A presente pesquisa em EducaÃÃo ambiental DialÃgica identifica os Marcadores sociais do discurso do lugar e a percepÃÃo dos mesmos sobre as demandas ambientais da Sabiaguaba, reconhece a cultura dos indivÃduos, a experiÃncia dos mesmos, sua interdependÃncia com os ambientes naturais e a complexidade existente na relaÃÃo entre homem natureza e cultura, privilegia as relaÃÃes interculturais entre os autores epistÃmicos, que se estabeleceram ao longo da tessitura do trabalho tracejando seu carÃter Eco Relacional e eminentemente qualitativo. Interliga os dados coletados e analisa os mesmos na sua integralidade, fundamentando-se na etnografia cultural proposta por James Clifford e Nestor Garcia Canclini, os definiu discursos ecolÃgicos circundantes no campo proposto, levando em conta o tecido social do lugar, a criaÃÃo das Unidades de ConservaÃÃo e a preparaÃÃo para o plano de manejo das mesmas. LanÃou mÃo de notas de campo, multi linguagens, observaÃÃo participante, valorizando a complementaridade oferece um contributo nos estudos ambientais, na EducaÃÃo Popular e na histÃria do povoamento e instrumentalizaÃÃo do espaÃo da Sabiaguaba. / The current research in environmental Dialogical education identifies markers of social discourse of place and perception about the environmental demands of Sabiaguaba neighborhood in Fortaleza/ Brazil. It recognizes the culture of individuals, their experinces, their interdependence with the natural environment and the complexity existing in the relationship between man, nature and culture. It also focuses on their intercultural relations between epistemic authors who settled along the fabric of their working character by tracing highly qualitative Eco Relationship. The research connects the data collected and analyzes them in their entirety, citing the cultural ethnography proposed by James Clifford and Nestor Garcia Canclini. The defined ecological discourses surrounding the proposed field, taking into account the social structure of the place, the creation of Units conservation and preparing the management plan for the same. It made use of field notes, multi languages, participant observation, valuing complementarity provides a contribution in environmental studies, and Popular Education in the history of the settlement and exploitation of the space Sabiaguaba.

Skollagen (SFS 2010:800) slår fast att elever som riskerar att inte nå målen ska ges den ledning och stimulans som behövs för att utvecklas i riktning mot målen. Studiens syfte är att beskriva specialpedagogens roll i arbetet med stödinsatser för de elever som riskerar att inte nå målen. Studiens tre teman är Stödinsatser, Specialpedagogens roll och Främjande och förebyggande arbete. En kvalitativ metod har använts med semistrukturerade intervjuer med nio specialpedagoger. För att bearbeta intervjumaterialet har kvalitativ innehållsanalys använts. Analysen har gjorts utifrån systemteori och de specialpedagogiska perspektiven relationellt perspektiv, kategoriskt perspektiv och dilemmaperspektiv. Resultatet visar att specialpedagogens roll i arbetet med stödinsatser är komplex. Dels handlar det om att i samråd med läraren identifiera elever, att välja adekvat anpassning eller stödinsats och att utvärdera dessa. Resultatet visar också att alla specialpedagogernas arbetsuppgifter ryms inom ramen för examensordningen men att de inbördes kan skilja sig åt i det att vissa arbetar mer elevfokuserat medan andra arbetar mer på organisationsnivå (SFS 2017:1111). Det skiljer sig också åt i hur mycket specialpedagogerna är involverade i systematiskt kvalitetsarbete och att utveckla undervisningen på skolan. En slutsats som dras är att specialpedagogerna till stor del använder samma typ av extra anpassningar och stödinsatser, men att det skiljer sig mycket i vilka stödinsatser som förespråkas mest och i hur specialpedagogerna motiverar användandet av dem med utgångspunkt i användbarhet. En annan slutsats är att dokumentation av extra anpassningar är en förutsättning för att kunna utvärdera hur de har fungerat, och att många skolor gör detta trots de motsatta intentionerna i reformen kring extra anpassningar som kom 2014 (Skolinspektionen, 2016; Skolverket, 2014). / The Education Act (SFS 2010:800) states that students who are at risk of not reaching the minimum standards are entitled to support. The aim of this study is to describe the role of the Special Education Coordinator (SENCo) regarding the support given to students who risk not receiving a passing grade in at least one subject. The study has three parts: Support, The role of the SENCo, Promotion and prevention. The study has been conducted using a qualitative method with semi-structured interviews and qualitative analysis with nine SENCos. The analysis has been made using system theory and three perspectives: the relational perspective, the categorical perspective and the dilemma perspective. The result shows that the role of the SENCo regarding support is complex. The role includes cooperation with teachers in identifying students, in choosing the correct supplemental support and in evaluating the support given. The result also shows that the roles of the SENCo are included in the System of Qualifications (SFS 2017:1111), but that the SENCOs that were interviewed have different perspectives where some are more inclined to work close to the students whereas others operate on an organizational level. There is also a clear difference between how involved the SENCos are in the systematic quality work and in developing the teaching methods in order to reduce the amount of support provided to individual students. One conclusion is that the SENCos use the same types of supplemental support but that they motivate their use in different ways. Another conclusion is that documentation of supplemental support is necessary to be able to evaluate them and that many schools do this despite the intention in the reform from 2014 (Swedish Schools Inspectorate 2016; Swedish National Agency for Education, 2014).

Målsättningen med föreliggande studie är att bidra med kunskap om elevers upplevelser av stödinsatser och delaktighet i grundskolan. Det är sällan som elevernas upplevelser lyfts fram i forskning och syftet med denna studie är därför att belysa hur några elever som inte varit behöriga att söka in på ett nationellt gymnasieprogram, ser på de stödinsatser de fått, eller önskat att de fått, i grundskolan samt deras upplevelse av delaktighet under samma period. Studien bygger på en kvalitativ intervjustudie med semistrukturerade frågor, där fem respondenter bidrar med sina upplevelser. De teoretiska perspektiv som studien utgår ifrån är relationellt- respektive kategoriskt perspektiv, samt salutogent- respektive patogent perspektiv. Resultatet visar på att elevernas upplevelser var övervägande negativa under låg- och mellanstadiet och mer positiva under högstadiet. Detta förklaras framför allt med att de inte kände sig delaktiga, och upplever att stödinsatserna inte var adekvata i förhållande till stödbehovet. Insikterna som framkommit i studien handlar om vikten av att lyssna in varje enskild elevs upplevelse och beakta dessa när det kommer till att utforma och utvärdera stödinsatser. Elevers upplevelser kan ha en stor påverkan på det specialpedagogiska området och bidrar i arbetet med att utveckla lärmiljön i grundskolan för att främja delaktighet. / The aim of this study is to contribute to the understanding about students' experiences of support measures and participation in compulsory school. It is rare that students' experiences are highlighted in research and the purpose of this study is therefore to shed light on how some students who have not been eligible to apply for a Swedish national high school program, look at the support measures they received, or wished they had received, in primary school and their experience of participation during the same period. The study is based on a qualitative interview study with semi-structured questions, where five respondents contribute with their experiences. The theoretical perspectives on which the study is based are relational and categorical perspectives, as well as salutogenic and pathogenic perspectives. The results show that the students' experiences were predominantly negative during elementary school and more positive during middle school. This is mainly explained by the fact that they did not feel participation, nor that the support efforts were adequate in relation to their need for support. The insights that emerged in the study are about the importance of listening to each individual student's experience and taking these into account when it comes to designing and evaluating support measures. Students' experiences can have a major impact on the special education area and contribute to the work of developing the learning environment in compulsory school to promote participation.

Denna studie är ett examensarbete i kursen självständigt arbete i förskollärarutbildningen. Problemområdet som studien utgår ifrån är problematiken som kan uppstå i arbetet för att skapa likvärdig utbildning för barn med neuropsykiatriska funktionsnedsättningar (NPF). Studiens syfte var att bidra med kunskap om förskolepedagoger anser att de har tillräckligt med kunskap och personalresurser för att kunna skapa likvärdiga utbildning för dessa barn i förskolan. Studien utgick ifrån en kvantitativ forskningsmetod där enkätfrågor skickades ut via mejl till förskolepedagoger i Skåne och Småland. Resultatet visade att förskolepedagogerna inte ansåg sig ha tillräckligt med kunskaper för att kunna möta barn med neuropsykiatriska funktionsnedsättningar, detta trots att majoriteten av respondenterna angav att de både hade erfarenhetsbaserad och teoretisk kunskap inom området. Mer än hälften angav även att de har fått kompetensutveckling om neuropsykiatriska funktionsnedsättningar. Resultatet visade även att förskolepedagogerna ansåg att det fanns brist på personal i förskolans verksamhet i arbetet barn med neuropsykiatriska funktionsnedsättningar. Styrdokument och andra riktlinjer, som till exempel värdegrunden, utgår från en relationell ansats, inte minst när det kommer till alla barn i förskolans rätt till en likvärdig utbildning. Då förskolepedagogernas kunskaper visade sig vara bristfälliga, samt att det inte fanns tillräckligt med personalresurser i förskolorna för att möta alla barn, innebär det att risken för att förskolepedagogerna tvingas inta ett mer kategoriskt förhållande till barn i behov av särskilt stöd ökar. / This study is a degree project in the course independent work in preschool teacher education. The problem area on which the study is based is the problems that may arise in the work to create equivalent education for children with neuropsychiatric disabilities (NPF). The purpose of the study was to contribute with knowledge about preschool educators believe that they have sufficient knowledge and staff resources to be able to create equivalent education for these children in preschool. The study was based on a quantitative research method where questionnaires were sent out via email to preschool educators in Skåne and Småland. The results showed that the preschool educators did not consider themselves to have sufficient knowledge to be able to meet children with neuropsychiatric disabilities, despite the fact that the majority of the respondents stated that they had both experience-based and theoretical knowledge in the field. More than half also stated that they have received competence development on neuropsychiatric disabilities. The results also showed that the preschool educators considered that there was a shortage of staff in the preschool's activities at work children with neuropsychiatric disabilities. Governing documents and other guidelines, such as the values, are based on a relational approach, not least when it comes to all children in preschool's right to an equal education. As the preschool teachers' knowledge proved to be deficient, and the fact that there were not enough staff resources in the preschools to meet all children, this means that the risk of the preschool teachers being forced to take a more categorical relationship with children in need of special support increases.

Pupils’ participation and influence in school by means of recess. We believe that recess and recess activities are an important arena for the leisure center'steaching. Therefore, in this study, we have investigated students' and teachers' perceptions of recess activities and its possibilities to offer students the right to democratic exercise from a leisure center perspective. Through interviews and surveys, students who do not feel involved within recess have been made visible.The thoughts and expressions of these students and educators have a joint contribution to insight into the possibility of recess activities as an arena for inclusive work, but also what obstacles exist. By having activated a relational perspective, a norm-critical perspective as well as children's perspective and child perspective in our analysis, our conclusion is that a broader intercultural approach, a distinct professional language and clearer consensus in the design of recess are needed. We hope that this study will contribute to a professional development of recess. A development where established terms and concepts regarding participation and influence become part of educators' daily work. We believe this would lead to more extensive democratic work where more students are enabled to participate and exercise influence.

Practically all pupils leaving the nine-year compulsory school continue their studies at the upper secondary school, which consequently faces the challenge of meeting the whole range of varying needs and conditions of students. Daily school practice is constituted by a number of communicative contexts, formal as well as informal. In these social and linguistic contexts, conversations are held about and with students. The dissertation, which focuses on students in need of support, is expected to contribute to the creation of knowledge about how communication and interaction constitute daily work and how this ultimately may be manifested in exclusion and inclusion processes during the upper secondary school education of the young. The research is directed at the organisation of the work of the upper secondary school as well as at students’ experience of and learning from their participation, communication in various contexts and their own learning. The dissertation has its point of departure in the communicative relational perspective (KoRP), which is founded on socio-cultural theory formation. In addition, concepts from dramaturgy have been used as analytical tools for deepened analysis and interpretation of interaction. The study is ethnographic and longitudinal in its nature. During slightly more than three years of field work, eleven case study students have been followed on their journey through upper secondary school education. The outcome indicates the complexity of the upper secondary school, where communication and actions in a number of communicative contexts not always have the expected effect. To formal contexts that shall have a precautionary and supportive function belong pupil welfare team meetings, transition conferences and class meetings. For the group of case study students, however, these turn out to have limited significance. Among other things, the study uncovers how work organisation, mediational tools and the interaction of participants may become obstacles. Further, waiting for support efforts as well as inadequate collaboration between various communicative contexts have negative consequences for students concerned. For students who prosper in spite of complicated schooling and life situation in general, the experience of participation in a community of friends has a prominent position, but above all participation in one’s own learning process appears to be a decisive factor. This calls for continuous talks and follow-ups, in which teachers and not least class teachers/mentors have a central role. / I stort sett alla elever som lämnar grundskolan fortsätter sina studier i gymnasieskolan, som därmed står inför utmaningen att kunna möta hela variationen av elevers skiftande behov och förutsättningar. Skolans dagliga praktik byggs upp av en mängd kommunikativa kontexter, formella såväl som informella. I dessa sociala och språkliga sammanhang förs samtal om och med elever. Avhandlingsarbetet riktar intresset mot elever som av olika skäl har bedömts vara i behov av stöd och studien förväntas utgöra ett bidrag till kunskapsbildningen om hur kommunikation och samspel konstituerar den dagliga verksamheten samt hur detta i sin förlängning kan ta sig uttryck i exkluderings- och inkluderingsprocesser under ungdomarnas gymnasieutbildning. Forskningsarbetet är inriktat dels mot organiseringen av gymnasieskolans verksamhet och dels mot elevernas upplevelser och erfarande av sin delaktighet, kommunikationen i olika kontexter och det egna lärandet. Avhandlingen tar sin utgångspunkt i det kommunikativa relationsinriktade perspektivet (KoRP), som vilar på en sociokulturell teoribildning. Därtill har begrepp hämtade från dramaturgin använts som analysverktyg, för fördjupad analys och tolkning av samspelet. Studien har en etnografisk och longitudinell karaktär. Under drygt tre års fältarbete har elva fallstudieelever följts på resan genom den gymnasiala utbildningen. Resultatet visar på gymnasieskolans komplexitet, där kommunikation och handlingar inom en rad kommunikativa kontexter inte alltid får förväntad effekt. Till formella sammanhang som ska ha en förebyggande och stödjande funktion hör elevvårdsteamsmöten, överlämnings- och klasskonferenser. För gruppen av fallstudieelever visar sig emellertid dessa ha en begränsad betydelse. Studien blottlägger bland annat hur verksamhetens organisering, medierande verktyg och aktörernas samspel kan bli till hinder. Vidare får väntan på stödinsatser och bristande samverkan mellan olika kommunikativa kontexter negativa konsekvenser för berörda elever. För elever som når framgång trots en komplicerad skolgång och livssituation i övrigt, får upplevelsen av delaktighet i en kompisgemenskap en framskjutande plats, men framförallt framstår delaktigheten i den egna lärandeprocessen som en avgörande faktor. Detta ställer krav på kontinuerliga samtal och uppföljningar där undervisande lärare och inte minst klassföreståndare/mentor intar en central roll. / "Villkor och förutsättningar för delaktighet, kommunikation och lärande i gymnasieskolan" - ett projekt vid Göteborgs Universitet, IPD, Enheten för specialpedagogik

Studien beskriver fyra gymnasielärares uppdrag som mentorer. Lärarnas uppdrag är inte knutet till ett specifikt skolämne utan avser en administrativ och stödjande funktion kring en avgränsad grupp elever eller en klass. Uppdraget som mentor har studerats utifrån det kommunikativa relationsinriktade perspektivet, som är influerat av det sociokulturella perspektivet. Syftet med studien är att kartlägga, beskriva och analysera lärarens uppdrag som mentor såväl när det gäller innehåll som funktion. Studien har bedrivits utifrån en etnografisk ansats med deltagande observationer. Inom ramen för den deltagande observationen har genomförts olika former av samtal och intervjuer. Urvalet av mentorer är ett medvetet urval. Det betyder att studien beskriver mentorer med tydligt engagemang i sitt uppdrag. Under ett läsår har fyra mentorer, deras klasser samt nio fallelever följts. Studien visar att i de fall då mentorskapet fungerar väl tycks mentorn få en unik position för överblick av sina ansvarselevers skolsituation. I två av de studerade klasserna är lärandesituationen inledningsvis problematisk både för enskilda elever och klassen som helhet och studien visar hur mentorn kan vända på situationen. Mentorns utvecklings- och mentorssamtal med sina ansvarselever tycks skapa dialogiska läranderum, som ger mentorn en helhetsbild av den enskilde elevens skolsituation. Överblicken ger mentorn möjligheter att bygga upp ett eget kunskapssystem kring eleven. Detta kunskapssystem tycks sedan ge mentorn underlag för att påverka skolans strukturer och öka elevens utrymme för lärande och delaktighet både på individ- och gruppnivå. Studien avtäcker dock flera kritiska aspekter för mentorns genomförande av sitt uppdrag. Mentorernas samarbete med övriga lärare och arbetslag kring elever i behov av särskilt stöd är inte utvecklat på skolnivå. Styrningen och utformningen av uppdraget är upp till den enskilde mentorn. Det råder brist på tid för uppdragets genomförande samt läraren har ingen utbildning för uppdraget. Sammantaget synliggörs på skolnivå en risk för brist på likvärdigt bemötande av alla elever. / The study describes four upper secondary school teachers’ assignments as mentors. The teachers’ task is not tied to a specific school subject, but refers to an administrative and supportive role regarding a distinct group of students or a class. The mentoring assignment has been studied from a communicative relational perspective, which is influenced by the socio-cultural perspective. The aim of this study is to identify, describe and analyze the teacher’s assignment as mentor in terms of both content and function. The study has been conducted using an ethnographic approach with participant observations. Within the framework of participant observation, different types of conversations and interviews were carried out. The choice of mentors by purposeful sampling entails that the study describes mentors with a clear commitment to their assignments. Four mentors, their classes, and nine case-students have been followed over the course of a school year. The results of the study show that in those cases in which mentorship works well, it seems that the mentor has a unique position for overview of the school situation of pupils he or she mentors. In two of the classes studied, the learning situation is initially problematic for both individual students and the class as a whole, and the study shows how the mentor can turn the situation around. The dialogue between mentor and student seems to create a space for mutual learning and to provide a good overall picture of the pupil’s school situation. The overview gives the mentor an opportunity to build up his or her own knowledge system about the pupil. This knowledge system seems to then provide the mentor a basis for influencing the school’s structure and increasing the students’ opportunities for learning and participation at both individual and group level. The study reveals, however, several critical aspects for the mentor’s performance of his or her mandate: The mentors’ collaboration with other teachers and teams of professionals regarding pupils in need of special support is not developed at the school level; the management and design of the assignment are left up to the individual mentors; there is a lack of time for carrying out the assignment; and teachers lack training for the assignment. Generally evident at the school level is a risk of lack of equal treatment of all students.