Orientador: Maria Júlia Canazza Dall’Acqua / Banca: Enicéia Gonçalves Mendes / Banca: Silvia Regina Ricco Lucato Sigolo / Resumo: Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino itinerante é um serviço de apoio pedagógico especializado do Programa de Educação Especial, implantado pela Secretaria de Educação do município de Araraquara. Este trabalho de pesquisa tem por objetivo geral identificar, descrever e analisar a atuação de uma professora do ensino itinerante em uma escola do ensino comum, com alunos incluídos e seus professores. / Abstract: In this research, we investigated the inclusion process in the common school spaces, following a teacher's performance of the itinerant teaching, specialized in Special Education who acted in the process of supporting, complementing and, sometimes, supplementing the pedagogical proposal of the common school, through special education resources, passing by the schools where there are students with special educational needs inserted in the common teaching. We have to emphasize that the itinerant teaching is a service of specialized pedagogical support of the Education Program, implanted by the Department of Education of the city of Araraquara, São Paulo State, under the responsibility of the Technical Coordinator of Special Education. This Department authorized the analysis of an itinerant service teacher in 2004, in her daily work with students with special educational needs inserted in the common teaching, as well as their respective teachers. / Mestre

nÃo hà / A dissertaÃÃo teve como propÃsito analisar como a cultura de paz à promovida, a partir da compreensÃo dos sentidos polÃticos do trabalho inclusivo de sete professoras do atendimento educacional especializado. De modo especÃfico, a pesquisa buscou identificar os sentidos polÃticos que as professoras atribuem ao trabalho com a comunidade escolar; e, analisar a relaÃÃo estabelecida entre os sentidos polÃticos do trabalho inclusivo e os conceitos de paz positiva e conflito produtivo. O estudo parte da percepÃÃo de que a interlocuÃÃo entre a cultura de paz e a inclusÃo, por meio da dialÃgica, favorece a construÃÃo da autonomia, como ato de resistÃncia, desconstruindo o conceito de paz como passividade, diante do quadro de violÃncia estrutural presente na escola. A investigaÃÃo utilizou-se da abordagem qualitativa, com dados coletados por meio de grupo focal com sete docentes do atendimento educacional especializado, no lÃcus da formaÃÃo do Distrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃo Distrito de EducaÃÃoDistrito de EducaÃÃo Distrito de EducaÃÃo Distrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃo Distrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃoDistrito de EducaÃÃo II, da Secretaria Municipal da EducaÃÃo de Fortaleza. Para identificaÃÃo dos sujeitos foi realizada uma observaÃÃo participante e um questionÃrio online. A anÃlise dos dados baseou-se em quatro categorias temÃticas prÃ-definidas: sentidos polÃticos da inclusÃo, dialÃgica, paz positiva e conflito produtivo. A fundamentaÃÃo teÃrica apoia-se em autores como Freire (1970, 1979, 1987, 2005), Matos (2002, 2006), Jares (2002, 2006, 2007), GuimarÃes (2011), Perrenoud (2001), Mantoan (2006, 2010), entre outros e revelou que os docentes atribuem dois sentidos polÃticos ao trabalho do AEE. O primeiro, como reflexo da regra jurÃdica, representado na formalidade das leis e na polÃtica tradicional, e o segundo referindo-se Ãs relaÃÃes intersubjetiva no cotidiano escolar. TambÃm revelou que o sentido polÃtico atribuÃdo Ãs relaÃÃes intersubjetivas contribui para o respeito Ãs diferenÃas e para a busca de parcerias (professores da sala comum, gestores, equipe multidisciplinar, famÃlias, tÃcnicas); a problematizaÃÃo da realidade da comunidade, a busca pelo comprometimento com a inclusÃo e a compreensÃo da gÃnese dos conflitos e de sua mediaÃÃo. Todos aspectos ligados à paz positiva e ao conflito produtivo defendidos no referencial teÃrico da cultura de paz. No entanto, apesar das docentes compreenderem essa relaÃÃo, nÃo lhes està caracterizado de forma clara que o trabalho dialÃgico com a comunidade à uma das suas atribuiÃÃes. No intento de engendrar essa cultura, torna-se necessÃrio visibilizar a Ãntima relaÃÃo entre o trabalho pedagÃgico do AEE e a polÃtica humanizadora, no esteio da educaÃÃo dialÃgica com a comunidade escolar. / This study aims to analyze how the culture of peace has been promoted, from the inclusive labor political meaning understanding of seven teachers who work in the special educational service in public schools in the Municipal System in Fortaleza. In a specific way, the research sought to identify the political dimension that the teachers attach to work with the educational community, and to analyze the established relation between the inclusive labor policy meanings and the positive peace and productive conflict concepts. The research begins with the perception that the interlocution between the culture of peace and inclusion, through dialogic, promotes the autonomy development, like act of resistance, deconstructing the peace concept as passivity, towards the structural violence at schools. A qualitative approach with collected data was used through the focus group with seven teachers, who work in the special educational service on the locus in the formation of the Education II district in the Municipal Department of Education in Fortaleza, besides the data records in field diary, bibliographic and documental researches. It was done a participant observation, an on-line questionnaire and the focal group involvement to work with the teachers. The data analyzes was based into four theme pre-defined categories, such as inclusion political meanings, dialogic, positive peace and productive conflict. The theoretical principles were based on well-known authors like Freire (1970,1979, 1987, 2005), Matos (2001, 2002, 2006), Jares (2002, 2006, 2007), GuimarÃes (2011), Perrenoud (2001), Mantoan (2006,2010), among others, and it was found out that the teachers grant two political meanings to the AEE work. The first one is seen as a legal rule reflection shown in the laws formality and in the traditional politics. The latter meaning points out the daily inter-subjective relations. It was also found out that the political meaning granted to the inter-subjective relations contributes to the respect for differences, the search for partnerships (teachers who work in related areas, public administrators, multidisciplinary team, families, and methods), the problematization about the reality of the community, the search for the inclusion commitment and the genesis of conflicts understanding and its mediation. Everything is connected to positive peace and to the productive conflict presented by the theoretic foundation of the culture of peace. However, although the teachers understand about this issue, it is not clearly characterized that the dialogic work com the community is one of its attributions. In order to engender this kind of culture, it is necessary to see the close relationship between the AEE pedagogical work and the humanizing policy in the dialogical education context with the school community.

A democratização do direito à educação com a inclusão escolar corresponde à previsão da legislação brasileira como direito para todos, respaldado pela legislação educacional nacional, estadual e municipal. A evolução do número de matrículas dos alunos com necessidades educacionais especiais em classes comuns em todo o território brasileiro tem gerado tensões e contradições nos sistemas de ensino para o atendimento desse alunado, despertado discussões e reflexões sobre a prática educacional e possibilitado o desenvolvimento de pesquisas voltadas para desvendar esse complexo fenômeno social e escolar. O presente estudo objetivou investigar a relevância dos fatores que favorecem a permanência dos alunos com necessidades educacionais especiais em classes comuns, sob a ótica dos professores de 5ª à 8ª série do ensino fundamental, no município de Barueri, em São Paulo. Para a realização da pesquisa qualitativa foi utilizado um questionário como instrumento de investigação e os achados discutidos à luz dos documentos da legislação educacional e a partir das contribuições teóricas que possibilitaram aprofundar conhecimentos sobre os fatores imbricados na permanência dos alunos com necessidades educacionais especiais em classes comuns. Os apontamentos dos professores referiram que os fatores de maior relevância para a permanência dessa demanda em classes comuns estão relacionados ao número de alunos por sala de aula e a necessidade de revisão de critérios de avaliação e de promoção desse público. A pesquisa possibilitou informações que podem ser referenciais para a discussão de políticas públicas e de ações que possam, de fato, favorecer a permanência desse alunado em classes comuns no curso do ensino fundamental. / The democratization of the right to education with school inclusion corresponds to the prediction of the Brazilian law as a right for all, backed by national legislation on education, state and municipal levels. The evolution of the enrollment of students with special educational needs in regular classes throughout the Brazilian territory has generated tensions and contradictions in education for the care of these students, aroused discussion and reflection on educational practice and enabled the development of research focused to unravel this complex social phenomenon and school. This study aimed to investigate the relevance of the factors that promote the continuity of pupils with special educational needs in ordinary classes, from the perspective of teachers from 5th to 8th grade education in the city of Barueri, São Paulo. To achieve the qualitative questionnaire was used as a research tool and findings discussed in light of the documents of educational legislation and from the theoretical contributions that made possible increase knowledge of factors permeating the residence of pupils with special educational needs in regular classes. The notes of the teachers reported that the factors most relevant to this demand to remain in regular classes are related to the number of students per classroom and the need for revision of criteria for evaluation and promotion of the public. The survey offered information that can be references for the discussion of public policies and actions that may in fact promote the persistence of these students in regular classes in the course of elementary school.

Orientador: Paulo Ferreira de Araújo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-21T12:43:30Z (GMT). No. of bitstreams: 1 SeabraJunior_Luiz_D.pdf: 1909866 bytes, checksum: fe6ab6fc90cd7d31005c5a1947371b30 (MD5) Previous issue date: 2012 / Resumo: A partir dos apontamentos e orientações advindas das organizações internacionais, principalmente ONU e UNESCO, é possível perceber em vários países o crescente desenvolvimento de políticas públicas, mesmo que em tempos e formas diferentes, voltadas para as questões da desigualdade, da segregação e da exclusão, em diversos campos e dimensões da sociedade, destacando-se a educação escolarizada e a perspectiva da inclusão. Embora o panorama legal seja favorável e no campo teórico já tenhamos produção quantitativa e qualitativamente considerável, quando se discute a temática da inclusão educacional, o cenário atual que se apresenta ainda é coberto de ações descontextualizadas e de insegurança, sobretudo no campo da intervenção. Estas ações parecem ser mediadas pela representação e pela percepção que os professores têm acerca do tema e por questões de formação profissional de pouca qualidade, o que pode influenciar direta ou indiretamente o processo ensino-aprendizagem, resultando em desacordos entre entendimento e atendimento no processo da inclusão. Como consequência destes desacordos, contrariando as expectativas iniciais, o paradoxo da inclusão/exclusão tem se tornado mais evidente e até mais frequente no ambiente escolar, na medida em que os alunos com necessidades educacionais especiais chegam às classes comuns no denominado ensino regular. A partir deste cenário os objetivos do presente estudo foram identificar e analisar que procedimentos, estratégias e conteúdos estão presentes na prática pedagógica dos professores nas aulas de Educação Física no ambiente escolar, no que se refere a uma educação física para todos; Identificar as representações que os professores de Educação Física têm acerca da inclusão e desta para com a Educação Física na escola; Identificar as necessidades e inquietações do professor em relação ao atendimento do aluno em condição de deficiência nas salas regulares, nas aulas de educação física. O delineamento metodológico seguiu o modelo de pesquisa qualitativa de cunho descritivo. O método utilizado para coleta de dados foi composto por questionário com questões fechadas e entrevista pelo método de Grupo Focal. Os resultados apontaram ações e práticas pedagógicas com vários pontos de desacordo em relação à proposta da inclusão; Tendência de relacionar de forma direta inclusão à deficiência; Tendência de entendimento ainda baseado no paradigma médico; Maior facilidade no atendimento da deficiência física em relação a intelectual; Necessidade e expectativa dos professores por formação continuada e apoio pedagógico especializado / Abstract: From the notes and guidelines resulting from international organizations, especially UN and UNESCO, it is possible to realize in many countries the growing development of public policies, even in times and different ways, focused on the issues of inequality, segregation and exclusion, in various fields and dimensions of the society, highlighting the education teacher training and the perspective of inclusion. Although the legal landscape is favorable and in the theoretical field we have quantitative production and qualitatively considerable, when discussing the topic of educational inclusion, the current scenario is still covered in shares non sequitur and insecurity, particularly in the field of intervention. These actions seem to be mediated by representation and by the perception that teachers have about the topic and by vocational training matters of poor quality, which can influence directly or indirectly the teaching-learning process, resulting in disagreements between understanding and care in the inclusion process. As a result of these disagreements, contrary to initial expectations, the paradox of inclusion/exclusion has become more evident and even more frequent in the school environment, in that the students with special educational needs reach the common classes, called in regular education. From this scenario objectives of this study were to identify and analyze procedures, strategies and content are present in the pedagogical practice of teachers in physical education classes in schools, with regard to a physical education for all; identify the representations that physical Education teachers have about inclusion and this towards physical education at school; Identify the needs and concerns of teachers in relation to student attendance on condition of disabilities in regular classrooms in physical education classes. The methodological design modeled after a descriptive qualitative research. The method used for data collection consisted of closed questions and the interview method Focus Group. The results indicated actions and pedagogical practices with several points of disagreement with the proposal of inclusion; Trend relate to disability inclusion; Trend of understanding still based medical paradigm; Difficulty in meeting the intellectual disability; need and expectation of continuing education for teachers and specialized educational support / Doutorado / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary. The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems. The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties. The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment. The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with. The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties.

This paper examines, analysis and compares nongovernmental organizations'perceptions on inclusive education implementation in primary schools in Cameroon and South Africa aiming to gain understanding of the challenges nongovernmental organizations (NGOs) face in the implementation phase.

Den här studien bygger på åtta intervjuer med lärare i ämnet idrott och hälsa från fem olika skolor i grundskolans senare år och gymnasiet. Vårt syfte är att bidra med större kunskap om hur lärare inom ämnet Idrott och hälsa talar om möjligheter och utmaningar för extra anpass-ningar samt deras erfarenheter om olika former av extra anpassningar utifrån ett specialpeda-gogiskt perspektiv. Syftet är också att belysa hur lärarnas föreställningar och erfarenheter har betydelse för hur deras undervisning i Idrott och hälsa kan bedrivas med tanke på tillgänglig-het, likvärdighet och inkludering. I intervjuerna sökte vi svar på hur lärarna i Idrott och hälsa ser på sitt arbete med extra anpassningar och vilka möjligheter respektive utmaningar de upp-lever med dessa samt hur de extra anpassningarna kan göra idrottsämnet tillgängligt för elever i behov av stödinsatser. Vid analysförfarandet har vi kategoriserat resultatet utifrån skolans tre nivåer, organisationsnivå, gruppnivå och individnivå med stöd av tillgänglighetsmodellen från specialpedagogiska skolmyndigheten. Tillgänglighetsmodellen innefattas av den pedagogiska miljön, den sociala miljön och den fysiska miljön. Resultatet i studien visar att lärarna i ämnet Idrott och hälsa ofta utför extra anpassningar i stunden i den praktiska delen av undervisningen samt att de så långt som möjligt försöker planera undervisningen för att inkludera alla ele-ver. Praktiska problem som omklädningssituationerna och schematekniska lösningar där ele-ver exempelvis kunde byta undervisningsgrupp ansågs också som extra anpassningar. Något som samtliga lärare i studien var överens om var att fler lärare och mer stöd från skolans elevhälsa skulle underlätta anpassningarna positivt för elevernas kunskapsutveckling och måluppfyllelse i ämnet Idrott och hälsa.

Orientador: Ana Claudia Moreira Almeida-Verdu / Resumo: O programa sistemático e informatizado de ensino Aprendendo a Ler e a Escrever em Pequenos Passos® (ALEPP®), foi criado com base no paradigma das relações de equivalência. Sua finalidade é estabelecer repertório básico de leitura e escrita com diferentes níveis de complexidade, cuja eficiência tem sido replicada em diferentes centros de pesquisa. As intervenções em situações aplicadas e em populações com diferentes características de diagnóstico apontam sua efetividade, atendendo um amplo número de diagnósticos e necessidades especiais de ensino. O Estudo 1 trata-se de uma revisão de literatura, rastreando as diferentes versões do programa e sua evolução, desde a apresentação impressa até a apresentação informatizada e online atual. Os resultados apontam que o ALEPP® em seus diferentes módulos, tem potencial para ensinar repertórios de leitura e escrita em diferentes contextos. Enquanto lacuna verificou-se que apesar de seu potencial, o ALEPP® não tem sido utilizado em larga escala nas escolas, exceto para pesquisas do INCT/ECCE (Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino). O Estudo 2 refere-se a uma pesquisa aplicada, com o objetivo de verificar a eficácia do Módulo 1 do software ALEPP® em crianças com diferentes diagnósticos e condições de aprendizagem, que frequentaram uma sala de recursos de uma Escola Pública Municipal de Ensino Fundamental, com queixas de atraso na aquisição de repertórios de leitura e escrita. Os resultados aponta... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The systematic and computerized teaching program Learning to Read and Write in Small Steps® (ALEPP®), created based on the paradigm of equivalence relations. It´s goal a basic repertoire of reading and writing with different levels of complexity, the efficiency of which has been replicated in different research centers. Tests in applied situations and in variations with different diagnostic characteristics point to its effectiveness, meeting a wide number of diagnoses and special teaching needs. Study 1 deals with a literature review, tracking how different versions of the program and their evolution, from a printed presentation to a current computerized presentation. The results pointed out for ALEPP®, in its different modules, have the potential to reproduce reading and writing repertoires in different contexts. While the gap was verified, despite its potential, ALEPP® was not used on a large scale in schools, except for INCT research. Study 2 refers to applied research, with the objective of verifying Module 1 of the ALEPP® ® software in children with different diagnoses and learning conditions, frequent in a resource room of the Municipal Public School of Elementary Education, with complaints of delay in the acquisition of reading and writing repertoires. The results show that, despite the initial diversified impact, the participants managed to finish two teaching units, reaching a percentage above 80% in reading and dictation post-tests. This data indicates that the ALEP... (Complete abstract click electronic access below) / Doutor

Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, finding that time and individual attention are examples of critical aspects for students' success. Additionally, the research shows that not all teachers have the professional or academic support to assist their SEN students. This research contributes valuable information for future studies in this field, such as the study of English Language Learners (ELL) categorized as students with learning disabilities because while their lack of English proficiency flags them as needing help, this need does not necessarily equate to a learning disability.

School improvement research indicates that learning outcomes and pupils’ attainment can be raised if quality of teaching is improved (Barber & Mourshed, 2007). The research questions arose through reflections regarding how the special needs competence could be utilised better and in what way this could contribute to change and to development of the school and the learning environment. The aim of the study was to provide knowledge regarding the SENCO’s profession. The focus of the study was to make visible the perceptions that the school staff from six local authority compulsory schools within one municipality had regarding the SENCO’s duties and which fields they believed the SENCO should work with. Three research questions were formulated based on the aim of the study. These were 1) which perceptions exist regarding the SENCO’s duties, 2) which fields do the school staff believe the SENCO should work with and 3) which opportunities for development exist based on the fields that were identified. The study was conducted using a quantitative methodological approach whereby a digital Google questionnaire was distributed via e-mail to the six schools that participated in the study. The theoretical framing consists of the deficit perspective and the alternative perspective (Nilholm, 2005; 2007) in addition to selected concepts within system theory (Öquist, 2018; Ahrenfelt, 2013). The results show that all school staff advocate an extensive role for the SENCO encompassing the entire learning environment. All school staff advocate SENCO’s working with tasks regarded as typical for the occupational role such as pupils in need of support. The majority of the school staff were also in favour of the SENCO conducting pedagogical work and pedagogical leadership in conjunction with this. Regarding the pedagogical leadership the research showed that the school staff first and foremost believe that the SENCO should take on a pedagogical leadership in conjunction with pedagogical work on individual level and on classroom level not a leadership on organisational level. Great development opportunities exist for the SENCO within the occupational role and within duties connected to school development. The results can contribute to further development of the profession, to developing the SENCO’s duties and to better understand how the special needs competence can be utilised in conjunction with school development. / I skolförbättringsforskning har det bekräftats att det effektivaste sättet att förbättra elevresultat och höja elevers måluppfyllelse är att förbättra kvaliteten på undervisningen (Barber & Mourshed, 2007). Reflektioner kring hur den specialpedagogiska kompetensen bättre skulle kunna tas tillvara och på vilket sätt detta skulle kunna bidra till förändring och utveckling inom skolan och i skolans lärmiljö föranledde studiens frågeställning. Studiens övergripande syfte var att tillföra kunskap om specialpedagogens profession. Fokus i studien riktades mot att synliggöra vilka uppfattningar skolpersonalen, på sex grundskolor inom en kommun, har om specialpedagogens uppdrag och vilka arbetsområden de anser att specialpedagogen ska arbeta med. Tre frågeställningar formulerades utifrån studiens syfte vilka handlade om 1) vilka uppfattningar som finns om specialpedagogens uppdrag, 2) vilka arbetsområden skolpersonalen anser att specialpedagogen ska arbeta med och 3) vilka utvecklingsmöjligheter som finns utifrån identifierade arbetsområden. Studien genomfördes med kvantitativ metod i form av en digital Google-enkät som distribuerades via e-mail till de sex grundskolorna. De teoretiska utgångspunkterna bestod av specialpedagogiska perspektiv (Nilholm, 2005; 2007) och utvalda delar av systemteori (Öquist, 2018; Ahrenfelt, 2013). Resultaten visade att samtlig skolpersonal förespråkade ett brett uppdrag för specialpedagogen som är kopplat till lärmiljön i stort. Samtlig skolpersonal var positivt inställda till att specialpedagogen ska arbeta med arbetsuppgifter som kan anses vara typiska för professionen, som till exempel elevstöd, och det framkom även att majoriteten av skolpersonalen var positivt inställda till att specialpedagogen ska arbeta med pedagogiskt arbete och pedagogiskt ledarskap kopplat till detta. Gällande det pedagogiska ledarskapet visade studien att skolpersonalen först och främst tänker att specialpedagogen ska inta ett pedagogiskt ledarskap i samband med det pedagogiska arbetet på individ- och gruppnivå, inte ett bredare ledarskap på organisationsnivå. Det finns goda utvecklingsmöjligheter inom specialpedagogens profession liksom för specialpedagogens uppdrag inom skolutveckling. Om den specialpedagogiska kompetensen tas tillvara i samband med det pedagogiska arbetet och utveckling av undervisningen kan specialpedagogen arbeta för att skapa tillgängliga lärmiljöer för alla elever vilket i sin tur kan bidra till skolutveckling. Studiens resultat kan bidra till att utveckla professionen, till att utveckla specialpedagogens uppdrag och till att förstå hur den specialpedagogiska kompetensen kan användas i samband med skolutveckling.