The main purpose of this work is to analyse how teachers perceive and deal withdiversity, where they put the limit between «normality» and «otherness», how theyrelate to the documentation proceeding from public institutions.Using an ethnographic methodology based on participant observation and semistructuredinterviews, I shall apply Pierre Bourdieu's theories about social reproductionand distinction to a high school in Skåne, with the purpose of better understanding thedifference between change and reconversion in dealing with «otherness» in the form of«learning disabilities».This study aims at better understanding how «otherness», «diversity», and «plurality»are categorized, hierarchically organized, considered as «distortions», «defects»,«syndromes» to be cured, when instead they could actually constitute means toovercome the ancestral «fear of the other», the rejection of «complexity» and to fill theperceived gap between theory and practice, between the «school of diversity andplurality» and the school of «kunskapsmål», «performance», «driven-ness», bothpresent in the current Läroplan (LPF-94) and likely to be found in the new one.Finally, this analysis tries to point at the necessity to question the unquestionable. Thatis, to question the values that are considered to be established for good and foreverybody, understanding them as historical products, not as philosophical a priori. Farfrom being historical invariables, those values and principles are the result of actualpolitical fights, even of revolutions, and of debates occurred for centuries or evenmillennia. School has been focusing on having them internalised and naturalised,instead of developing adequate instruments to let them be critically understood,reflected upon, talked about, and of course experienced in their many contexts.The study's main result lies in individuating the structural and individual factors thatallow the teachers to deal with «otherness» and «diversity» as a problem instead as aresource, underlining the symbolic violence implicit in the process of naturalisation ofvalues and principles.

Arbetet syftar till att få djupare förståelse för hur pedagoger ser på kollegialt lärande och forskningsfrågorna fokuserar pedagogers syn på organisation av kollegialt lärande, värdet av kollegialt lärande för att stödja elevers måluppfyllelse och vilka möjligheter och hinder de menar finns i arbetet med kollegialt lärande. Som analysverktyg används teorier om kollegialt lärande och samarbete samt teorier skolutveckling och specialpedagogiska perspektiv. Den kvalitativa studien utgår från en gymnasieskolas ambition att svara mot krav från Skolinspektionen att nå högre måluppfyllelse hos eleverna bland annat genom att implementera kollegialt lärande hos skolans aktörer. Åtta pedagoger, varav två lärare, två speciallärare och fyra specialpedagoger, alla med ett specialpedagogiskt ansvar i skolan, intervjuades kring deras syn på kollegialt lärande. Resultaten visar att de har skilda uppfattningar om värdet av kollegialt lärande men alla ser samarbete som nödvändigt och viktigt för att stödja elevernas lärande. Enbart ett fåtal arbetar systematiskt utifrån teorier om kollegialt lärande medan flera samarbetar mer allmänt. Oavsett samverkansform står eleverna i centrum. Det största gemensamma problemet är brist på tid trots att varje pedagog fått extra tid för att utveckla sitt arbete. Det visade sig svårt att fånga organisationen eftersom varje pedagog ingår i flera olika arbetslag eller konstellationer. / The aim of the work is to gain a deeper understanding of how teachers look at collegial learning and the research issues focus on the teachers' view of the organization of collegial learning, the value of collegial learning in order to support the pupils' goal fulfillment and what opportunities and obstacles they think exist in the work with collegial learning. As analytical tools, theories of collegial learning and collaboration are used as well as theories of School development and special need perspectives. The qualitative study is based on an upper secondary school's ambition to respond to demands from Skolinspektionen (Swedish School Inspectorate) to achieve higher goal fulfillment among the pupils. Among other things by implementing collegial learning among the school's actors. Eight pedagogues, including two teachers, two special education teachers and four special need teachers, all with a special need educational responsibility at school, were interviewed regarding their views on collegial learning. The results show that they have different perceptions about the value of collegial learning, but everyone sees cooperation as necessary and important to support the pupils' learning. Only a few teachers work systematically based on theories of collegial learning, while several cooperate more generally. Regardless of the form of collaboration, the pupils are at the center. The biggest common problem is lack of time, despite the fact that each educator has been given extra time to develop their work. It proved difficult to capture the organization because each educator is part of several different teams or constellations.

<p>Syftet med denna studie var att undersöka hur några elever upplever grundskolans specialundervisning. Detta gjorde jag genom att göra så kallade fokusgrupper, gruppintervjuer med elever om ett speciellt ämne. Ämnet som jag ville att de skulle diskutera var specialundervisningen i grundskolan.</p><p>Resultatet kom fram i olika tema som eleverna upplever som viktiga. Två teman dominerade elevernas upplevelser av specialundervisning, nämligen, förhållningssätt och skolmiljön som finns runt omkring eleverna, lokalerna dvs. deras arbetsmiljö.</p><p>Studiens resultat pekar på betydelsen av att lärare utvecklar en bra relation till eleven som man arbetar med, för att inlärning skall ske på bästa sätt. Vidare framkom att en bra lärare lyssnar och finns till hands, och då även om det gäller andra saker än skolämnen.</p><p>Eleverna i studien ger uttryck för att de är väl insatta i sin utveckling och vill ta ansvar för sitt skolarbete, men behöver också stöd och hjälp från sin lärare. De vill utvecklas åt rätt håll, vill se framsteg och vill kunna känna sig nöjda med sitt arbete.</p><p>I min uppsats så känner eleverna glädje då de får delta i specialundervisningen och får ämnena förklarade ”på ett språk de förstår”.</p><p>Slutsatsen är att eleverna känner sig nöjda med att de får hjälp med sina svårigheter, men att hur undervisningen fungerar är mycket beroende av relationen lärare – elev.</p><p>Nyckelord Specialundervisning, Upplevelser, Förhållningssätt, Miljö</p> / <p>The purpose with this study was to examine how some pupils experience special needs education in compulsory school. I did this by conducting so called “focus groups” and group interviews with pupils from special teaching.</p><p>The result was displayed in different themes which the pupils themselves experience as important. The major theme was relations and social codes in their surrounding environment. The pupils stress the fact that good teacher-student relations to facilitate their learning. To the pupils a good teacher is someone that can listen and understand them even when it comes to other subjects that are not school related situations. The pupils are well aware of their progress and take full responsibility for their own school work but are still in need of help and support from their teacher. They want to develop in the right direction and want to succeed and be satisfied with their work in school.</p><p>The conclusion is that the pupils feel satisfaction when it comes to the help they receive due to their difficulties, but how the teaching is working depends very much on the teacher-student relations.</p><p>Keywords Special Need Education, Experiences, Relations, Enviroment</p>

Syftet med denna studie var att undersöka hur några elever upplever grundskolans specialundervisning. Detta gjorde jag genom att göra så kallade fokusgrupper, gruppintervjuer med elever om ett speciellt ämne. Ämnet som jag ville att de skulle diskutera var specialundervisningen i grundskolan. Resultatet kom fram i olika tema som eleverna upplever som viktiga. Två teman dominerade elevernas upplevelser av specialundervisning, nämligen, förhållningssätt och skolmiljön som finns runt omkring eleverna, lokalerna dvs. deras arbetsmiljö. Studiens resultat pekar på betydelsen av att lärare utvecklar en bra relation till eleven som man arbetar med, för att inlärning skall ske på bästa sätt. Vidare framkom att en bra lärare lyssnar och finns till hands, och då även om det gäller andra saker än skolämnen. Eleverna i studien ger uttryck för att de är väl insatta i sin utveckling och vill ta ansvar för sitt skolarbete, men behöver också stöd och hjälp från sin lärare. De vill utvecklas åt rätt håll, vill se framsteg och vill kunna känna sig nöjda med sitt arbete. I min uppsats så känner eleverna glädje då de får delta i specialundervisningen och får ämnena förklarade ”på ett språk de förstår”. Slutsatsen är att eleverna känner sig nöjda med att de får hjälp med sina svårigheter, men att hur undervisningen fungerar är mycket beroende av relationen lärare – elev. Nyckelord Specialundervisning, Upplevelser, Förhållningssätt, Miljö / The purpose with this study was to examine how some pupils experience special needs education in compulsory school. I did this by conducting so called “focus groups” and group interviews with pupils from special teaching. The result was displayed in different themes which the pupils themselves experience as important. The major theme was relations and social codes in their surrounding environment. The pupils stress the fact that good teacher-student relations to facilitate their learning. To the pupils a good teacher is someone that can listen and understand them even when it comes to other subjects that are not school related situations. The pupils are well aware of their progress and take full responsibility for their own school work but are still in need of help and support from their teacher. They want to develop in the right direction and want to succeed and be satisfied with their work in school. The conclusion is that the pupils feel satisfaction when it comes to the help they receive due to their difficulties, but how the teaching is working depends very much on the teacher-student relations. Keywords Special Need Education, Experiences, Relations, Enviroment

The development of five individual pupils’ writing abilities, as reported by six of their teachers, is analysed. The thoughts and reflexions inspired by the everyday interaction between the teacher and the pupil suffering from some kind of reading and writing disability are presented. The purpose is to capture what was unique and characteristic in the measures that triggered a positive response in the pupils. Some of the questions answered in this study are: How does the phenomenon of reading and writing disabilities manifest itself in the classroom, and what are the consequences for the individual pupil of the various pedagogical measures available? One conclusion that may be drawn from this study is that there is no cut-and dried method for working with pupils suffering from reading and writing disabilities. Nor is there any such thing as a standard pupil with this disability. Instead, both the type and the extent of the problem vary greatly, and individual pupils develop their own personal strategies to cope with them and take in new knowledge. Also the skills of the individual pupils vary widely, and the possibility to use and develop them is dependent on the pedagogical context he/she is part of, on the actions of the individual teacher and several other interacting environmental factors. It also becomes clear that the ’capacity’ of the individual pupil, rather than being a fixed constant, is entirely dependent on the context. There is a strong correlation between the successful development of the pupil and the sensitivity, empathy, imagination, competence and ability of the teacher to capture opportunities as they arise. Some common features of the teachers involved in this study were that they helped their pupils to structure their thinking and involved them in their own acquisition of knowledge, and that their education was focused on the process rather than the goal. The methods they used were based on both theoretical knowledge and practical experience. They were well versed in many different theories and methods, and prepared to try different things till they found the best solution for the individual pupil. The communication between teacher and pupil was the cornerstone of their tuition. The classroom situation was characterised by a mixed group of pupils where individual measures constituted a natural component. The borderline between ‘ordinary’ and remedial teachers was deliberately blurred. Instead a spirit of constructive co-operation prevailed where all available resources were used in the work with the pupils. Events that promoted progress in the individual pupil were episodes where he experienced success and stood out in a positive sense among his class-mates. On these occasions the teacher had succeeded in identifying some specific skill possessed by the pupil, and made it visible also to the pupil himself and the people surrounding him. It was also a matter of identifying and challenging the individual weaknesses of the pupil, and of making him conscious of the progress he made. The social context surrounding the pupil did, of course, play a vital part in these positive events. This study demonstrates that a thorough linguistic diagnose followed by carefully tailored tuition is far superior to other kinds of remedial tuition in enhancing the reading-and writing abilities of the individual pupil. The common method of lumping together a group of pupils with widely varying types of reading and writing disabilities into a ’remedial class’ did, by contrast, appear to be an unfortunate strategy.

Syftet med min studie är att få en förståelse för vilken syn pedagoger har på arbetet med inkludering av barn i behov av särskilt stöd i förskola och förskoleklass. I studien har jag använt mig av metoden kvalitativa intervjuer för att kunna få en djupare förståelse för hur det inkluderande arbetet kan se ut. Resultatet visar att det grundläggande arbetet med inkludering handlar om att alla barn ska har samma rättigheter till delaktighet oavsett vilken svårighet barnet har. Det visar även i resultatet kring det inkluderande arbetet att det krävs ett stort engagemang och en stor kompetens för att kunna möjliggöra inkludering av barn i behov av särskilt stöd. / The purpose of the study is to get an understanding of which view educators have on the work with inclusion of children in need of special support in the preschool and the preschool classes. In the study I have used the method qualitative interviews to get a deeper understanding for how the including work may look. The result shows that the basic work with inclusion is that all children shall have the same rights to inclusion regardless of which difficulty the child has. It also shows that the including work requires a large involvement and competence to enable inclusion of children in need of special support.

The new special education teacher degree program was launched in Sweden in 2008. The term new was used since the content was new, but the name stayed the same. Knowledge about the new content, based on the regulations of degree, would have contributed to make the different skills of special education teachers visible. The purpose of this study has been to visualize the consensus about how headmasters, SENCOs and teachers look at the assignment for special education teachers with focus on language-, writing- and reading development. The opinions of the various occupational groups have then been compared with the existing regulations of degree. The study showed that their opinions mainly corresponded with the existing regulations of degree. The quantitative nature of the study is based on empirical data, collected by a survey, with 240 informants. The statements the informants had to consider was largely based on the regulations of degree. Headmasters, SENCOs and teachers show a large coherence within their own group in what they think a special education teacher´s duties should consist of. On the other hand, there is less consensus between these professions. This disagreement could possibly be influenced by different perspectives on special education.

Le paradigme actuel de pleine participation sociale place la lecture en compétence fondamentale. Dans ce contexte, notre thèse cherche à comprendre le développement de la lecture dans la déficience intellectuelle et d’approcher des interrelations possibles entre les différents domaines cognitifs et la lecture. Notre étude longitudinale suit le développement de la lecture d’une trentaine d’enfants non-lecteurs bénéficiant d’un dispositif Ulis Ecole dans l’Académie de Rouen. Le protocole expérimental évalue la lecture et des compétences générales et spécifiques impliquées en lecture durant trois années scolaires. Pour comparaison, une trentaine d’enfants non-lecteurs ne présentant pas de déficience intellectuelle est évaluée avec le même protocole de la grande section au CE1.Les séquences développementales de la lecture observées mettent en évidence l’importance de la connaissance du nom et du son des lettres dans le développement de la lecture dans la déficience intellectuelle, tandis que les compétences phonologiques se développeraient en appui sur ces connaissances de la langue écrite. Toutefois, ces enfants peuvent présenter des profils de lecteurs en développement identiques à ceux d’enfants au développement typique. Ces résultats questionnent la définition et le développement de la conscience phonologique, ses interrelations avec la mémoire phonologique et son impact sur le niveau de lecture ultérieur. Les retombées sociales de notre recherche visent un changement de représentation du potentiel de développement de la lecture dans la déficience intellectuelle pour une école inclusive où les besoins doivent guider la réponse à l’intervention et non le diagnostic. / Today, full social participation paradigm places reading in fundamental competence. In this context, our thesis seeks to understand reading development in intellectual disability and to approach possible interrelations between different cognitive domains and reading. Our longitudinal study follows reading development of thirty non-reading children in Ulis School in Rouen Academy. The experimental protocol measures reading skills and general and specific skills involved to read during three school years. For comparison, 30 non-readers children without intellectual disability are evaluated with the same protocol from preschool third year to primary school second year. The developmental sequences of reading observed further highlight the importance of knowledge of the name and sound of letters in the development of reading in intellectual disability, while phonological skills would develop due to this written language knowledge. However, these children may have similar developing reader profiles to those of typically developing children. These results question the definition and development of phonological awareness, its interrelations with phonological memory and its impact on the future level of reading. The social benefits of our research aim to change the representation of the reading developmental potential in intellectual disability for an inclusive school where needs must guide the response to the intervention and not the diagnosis.

Personal inom gymnasiesärskolan arbetar i en verksamhet som kan vara farlig. Det är inte så ovanligt att personal möts av hot och våld i sin vardag. Elever gör rätt om de kan och frustration och stress i situationer som de upplever att de inte kan behärska kan leda till utmanande beteenden. Det är därför personalens uppgift att arbeta förebyggande för att elever inte ska behöva känna stress och frustration. Syftet med denna studie var således att få en fördjupad kunskap om hur personal inom gymnasiesärskolan kan arbeta proaktivt med elever och utmanande beteenden. Elever som upplever att lärmiljön är begriplig, hanterbar och meningsfull behöver inte känna stress och frustration. För att uppnå studiens syfte utfördes intervjuer med elva personal inom två gymnasiesärskolor. I personalens beskrivningar av sin verksamhet visar de att de har ett proaktivt förhållningssätt och att de med metoder, strategier och i sitt bemötande av elever aktivt försöker reducera belastningar så att elever inte ska behöva känna stress och frustration. Det finns dock ramfaktorer som innebär att personalen inte alltid lyckas i det proaktiva arbetet. / Personnel in upper secondary schools for students with special needs work in a field that can be dangerous. It is not uncommon for personnel to be faced with threats and violence in their everyday lives. Students do well if they can and frustration and stress in situations that they find that they cannot master can lead to challenging behaviors. It is therefore the task of the personnel to work preventively so that students do not have to feel stress and frustration. The aim of this study was thus to gain an in-depth knowledge of how personnel in the upper secondary school for students with special needs can work proactively to avoid stress and frustration among students. Pupils who feel that the learning environment is understandable, manageable and meaningful need not feel stress and frustration. To achieve the aim, interviews were carried out with eleven personnel within two upper secondary schools for students with special needs. In the personnel's descriptions of their activities, they show that they have a proactive approach and that, with methods, strategies and in their treatment of pupils, they actively try to reduce pressure so that students do not have to feel stress and frustration. However, there are framework factors that mean that the personnel does not always succeed in the proactive work.

Darbe atlikta teorinė specialiojo ugdymo sampratos probleminių klausimų, individualizuoto ir diferencijuoto ugdymo aspektų bendrojo lavinimo mokykloje analizė. Profesinių žinių, rengiant istorijos ir geografijos modifikuotas ir adaptuotas programas, modifikuotų ir adaptuotų programų privalumų ir trūkumų analizė. Iškelta hipotezė: istorijos ir geografijos modifikuotų ir adaptuotų programų rengimą, jų privalumus ir trūkumus lemia pedagogų didaktinis ir psichologinis pasirengimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – išsiaiškinti adaptuotų ir modifikuotų programų privalumus ir trūkumus, kokių žinių, gebėjimų ir praktinių įgūdžių pasigenda pedagogai, ugdydami specialiųjų poreikių vaikus, ar pasiruošęs mokytojas rengti adaptuotas ir modifikuotas programas. Tyrimo duomenys analizuojami statistiniais metodais (aprašomoji statistika, chi- kvadratas, aritmetinis vidurkis). Tyrime dalyvavo 225 istorijos ir geografijos mokytojai iš Klaipėdos, Šilutės, Šilalės, Pagėgių rajonų ir savivaldybių. Empirinėje dalyje nagrinėjamos istorijos ir geografijos modifikuotų ir adaptuotų programų sudarymas, jų trūkumai ir privalumai, aptariami mokytojų profesinio bei psichologinio pasirengimo ugdant specialiųjų ugdymo(si) poreikių vaikus, klausimai. Svarbiausios empirinio tyrimo išvados: 1. Tyrimo duomenys, susiję su antro uždavinio sprendimu atskleidė, kad mokytojai dar ne visiškai pasiruošę rengti istorijos ir geografijos modifikuotas ir adaptuotas programas: daugiau... [toliau žr. visą tekstą] / Theoretically special educational didactical conception of problematically questioning, individual and differential educational aspects at comprehensive school analysis were done at work. Knowledge of career, preparing modified and adaptive programs of History and Geography , modified and adaptive programs, their advantages and disadvantages analysis. Hypothesis was suggested: all preparations of modified and adaptive programs of History and Geography, their disadvantages and advantages depend on didactic and psychological preparation of pedagogues . Testing was done, which had one main purpose - to find modified and adaptive programs merits and demerits, what kind of knowledge, competence and practical skills are miss pedagogues teaching special need students and if pedagogues are ready to prepare modified and adaptive programs. Statistical methods were used to make testing. About 225 History and geography pedagogues from Klaipėda, Šilute, Šilalė, Pagėgių districts took part in this testing. Modified and adaptive programs of History and Geography, their formation, merits and demerits, professional and psychological preparation of pedagogues, teaching special need students, other questions analyses in empirical section. The most important empirical conclusion: 1. Pedagogues are not ready to prepare modified and adaptive programs of History and Geography, more than half of respondents 67.0 told that they are not ready to prepare these programs , suitable ready are 24.6 and... [to full text]