Examensarbetet syftar till att bidra med kunskap kring vilka framgångsfaktorer och hinder det kan finnas vid utvecklingsprojekt i skolor och hur resultatet av ett projekt kan upplevas av pedagogerna. Syftet är även att undersöka på vilket sätt specialpedagogerna varit delaktiga i utvecklingsprojektet. Vid utvecklingsarbete i skolan är det bland annat viktigt med ett fungerande systematiskt kvalitetsarbete som grund för utvecklandet av verksamheten. Rektors roll och ledarskap har stor betydelse liksom hur man i utvecklingsarbete tar sin utgångspunkt i den dagliga verksamheten. Annat som kan vara av vikt är till exempel kontinuitet, vilka normer och värderingar som råder på skolorna samt om specialpedagogen har en roll i arbetet. Vi har undersökt ett befintligt projekt som bedrevs i sju skolor i en svensk stad under ett läsår. På fyra av skolorna har vi gjort kvalitativa undersökningar genom intervjuer med pedagoger och specialpedagoger. Vi använde oss av chatintervjuer genom delade dokument i Google Drive. Lärande i organisationer inom organisationsteorin och den institutionella teorin användes för att analysera vårt resultat. Resultatet visar att det fanns många hinder som gjorde projektet mindre lyckat. Till exempel var målen otydliga, pedagoger kände en brist på ledarskap, rektorer slutade, dåliga organisatoriska förutsättningar och svag koppling till verksamheternas vardagsarbete. Målen för projektet nåddes ej och det arbete som sattes igång avstannade på samtliga skolor. Specialpedagogerna var inte delaktiga i arbetet med projektet. En slutsats är att skolan är en komplex verksamhet och varje skola har olika förutsättningar, både organisatoriskt och gällande värderingar och normer. Detta påverkar arbetet i skolan och måste tas hänsyn till vid utvecklingsarbeten. / The purpose of our study is to contribute with knowledge about factors that can hinder and promote developing projects in schools and how the teachers can experience results of a specific project. Our purpose is also to study the participation of special educational needs coordinator, SENCO, in this specific project. When we want to develop our schools it is important to have a systematic circle of analysis and evaluation. The role and leadership of the principal is of great importance as well as how well the developing project is founded in the daily activities of the school. Key factors can also be continuity, norms and values as well as to what degree the SENCO is involved. Our study is of an existing project that were carried out in seven schools in a Swedish city during one year. We have made qualitative studies in four of the schools through interviews with teachers and SENCOs. We used chatinterviews with a shared document in Google Drive. Learning organization in Organization theory and Institutional theory were used to analyze our results. Our results shows that the project were not very successful due to many hindrances. The objectives of the project were for example not explicit, there were lack of leadership, some of the principals ended their jobs, the organizational structures for the teachers were unsatisfying and there were weak correspondence with the daily work of the schools. The objectives for the project were not met and the work that were launched in the beginning of the year stopped after one year in all of the studied schools. The SENCOs did not participate in the project. Our conclusion is that every specific school has its own organizational foundation as well as its own set of values and norms. This has to be taken in consideration when we want to make changes and work with developing projects.

(in English): KOMÁRKOVÁ, Ivana., The teacher assistent in an inclusive school as an opportunity for the effective education of pupils with the special educational needs. Prague: Philosophical faculty, Charles University, 2019. x pp. Degree Thesis This thesis focuses on the role of teacher's assistant and his or her activity in the process of educating pupils with specific educational needs on the level of elementary schools . Every inclusive school offers the possibility of special personal support in the classroom provided by the teacher and his or her assistant working together as a team. This sort of educational method actually creates and entirely new educational situation and opens a new opportunity in the educational process. It demands an effective cooperation of both educationalists, because their attitudes determine the cooperative climate in the whole class community and also in the entire school community. The goal of this thesis is to describe the actual situation of the teacher's assistant in relation to the successful realization of the content of inclusive education in elementary schools. The thesis focuses especially on the cooperation between the teacher's assistant and other people involved. And also on mapping their needs related to successful fulfilment of the goals of inclusive...