The theme of this work is actual and timely, because the process of education for the children with cerebral palsy requires a number of specialists: special education teachers, physiotherapists, speech specialists, tutors, assistants, social workers and parents. Each one of them has his own functions, which may have a different influence. So the topic of a great importance for all of the specialists, is to have a common goal, and by means of different methods and co-ordination of actions, to achieve it's accomplishment. Discussions held with pedagogical staff and parents show that specialists of special education and care are not communicating enough with each other, not sharing their ideas, not always are working together as a team. The education is in luck of continuation, educational programs are often not discussed with parents, the co-ordination of the work of specialists is also not at the high level. The week link would also be the communication between administration of the institution, the pedagogical staff and parents. The models of such communication are not completed yet as well. The research made, allows me to make the following conclusions: • The educational process requires knowing and systematically studying every child. On the other hand it needs to find out a lot about the family and the situation around the child at home. • One of the most important child's educational principles is a team work. It makes educational process to be complex and comprehensive... [to full text]

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students’ and parents’ experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties. Unfortunately, their good efforts to reach all students have not been successful. Not every special needs student have received the support they are entitled to. Students, as well as parents, have pointed out the shortages that they have experienced in communication, support and information about what rights they have, both as special needs students and as just students in a Swedish upper secondary school. Many of our informants have pointed out the teachers’ ignorance as one reason for the disappointment regarding the support from the schools.

It is a well-known fact that children with ADHD are hyperactive and have a hard time concentrating; therefore it is of interest to examine how teachers deal with this fact. This study expands the understanding of how teachers work with children who has ADHD; the main purpose of this study has been to examine how teachers view students with ADHD and how they work to include these students in the classroom environment.  special pedagogy has been used to analyze the results. The results are based on four interviews in two schools in south of Stockholm with teachers who work in classes that contain children in the third grade, some of the children have been diagnosed with ADHD and some only have strong characteristics for the functional limitation. Findings suggest that teachers’ use structure, planning and the modification of students’ individual needs to make them included in the classroom education. Conclusively the results show that the teachers’ themselves consider that they should accommodate the classroom education to fit the needs of pupils with ADHD and to use different methods to include the pupils, both in their education and socially.

Ämnet neuropsykiatriska funktionsnedsättningar valdes eftersom det är aktuellt inom skolans värld. Tidigare forskning har visat att lärares kompetens inom området ofta brister och att den svenska skolan inte alltid lyckas i att vara en skola för alla. Syftet med arbetet var att undersöka nio lärares erfarenhet gällande inkludering av elever med neuropsykiatriska diagnoser. Frågeställningarna var: Vilken kompetens har lärarna för att kunna inkludera diagnosticerade elever i sin undervisning och på vilka sätt har de erhållit den? Vilka möjligheter och hinder upplever lärarna att det finns i arbetet med inkludering av diagnosticerade elever? På vilka sätt anpassar lärarna sin undervisning för att elever med neuropsykiatrisk diagnos ska uppnå kursmålen? Kvalitativa intervjuer av nio informanter har utgjort metoden. Huvudresultatet har visat att lärare ansett sig sakna kunskap om NPF när de börjat jobba, de har erhållit kompetensen de besitter idag genom arbetet med elever som har en neuropsykiatrisk diagnos. En möjlighet lärarna upplever med att dessa elever inkluderas är att skolan blir en representant för hur samhället ser ut. Hinder kan vara ramfaktorer, främst tidsbrist. Anpassning av undervisning kan ske genom strukturerade lektioner med korta instruktioner, förlängd provtid och anpassade uppgifter. Undervisningen för elever med neuropsykiatriska funktionsnedsättningar skulle kunna förbättras genom att lärare får en större kunskap inom området och att de ges fler resurser, främst i form av tid och mindre klasser. / The topic of neuropsychiatric diagnoses was chosen because it is very current within the school today. Former research has shown that the competence of teachers very often tends to fail and the Swedish school does not succeed in being a school for everybody. The purpose of this thesis was to investigate nine teachers’ experience of inclusion of students with neuropsychiatric diagnoses. The problems were: What capability do the teachers have to include students with a diagnosis in their education and in what ways have they received it? What possibilities and what obstacles do the teachers believe there are with inclusion of students with diagnoses? In which ways do the teachers adjust their education in order to make the students with neuropsychiatric diagnoses achieve the goals of the curriculum? Qualitative interviews with nine informants have constituted the method. The main result has shown that the teachers have found themselves without knowledge within the neuropsychiatric area when they began their career, they have received the competence they possess today by working with students with neuropsychiatric diagnoses. Pros with inclusion of these students is that the school should be a representative of society as it really is, obstacles with inclusion may be lack of time and too large classes. Adjustment of the education might be done by structured classes with short instructions, extended time when writing tests and adjusted tasks. The conclusion is that teachers don’t get any education within this topic; instead they have to learn by themselves by trial and error. The education for students with neuropsychiatric diagnoses could improve by educating teachers and giving them better resources like time and smaller classes.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions. The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old. Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy. While the other half experience these students as ordinary children. All those involved are of the opinion that they work, including in the classrooms by adjusting the lessons to each student's needs. Half of the classroom teachers perceive special pedagogy teachers well, while the other half experience it as problematic. Classroom teachers also think that they have the skills needed to respond to students with reading and writing difficulties / dyslexia and think that training courses are important to keep the knowledge alive. Several of the teachers emphasize that students with reading and writing difficulties / dyslexia get the help necessary while the other half think it can be better. The classroom teachers stress that in teaching, they use different methods which they cannot name. / Syftet med arbetet var att undersöka hur ett antal klasslärare resonerar kring och upplever sitt arbete med elever med läs- och skrivsvårigheter/dyslexi i sin undervisning. Den empiriska undersökningen avsåg att besvara syftet utifrån tre frågeställningar.  Arbetet baserades på en kvalitativ metod där empiriska materialet samlades på semistrukturerade intervjuer. Sex klasslärare, en manlig och fem kvinnliga lärare intervjuades. De intervjuade var från sex olika skolor i Stockholmskommun och var i åldrarna 27 till 61 år.  De flesta klasslärarna upplever att det förekommer ungefär 4-5 elever med läs- och skrivsvårigheter/dyslexi i varje klass.  Hälften av lärarna upplever att elever med läs- och skrivsvårigheter kan vara olika då de är tysta, osäkra och tillbakadragna, medan den andra hälften upplever dessa elever som vanliga barn. Alla de medverkade resonerar att de arbetar inkluderande i klassrummet genom att de anpassar lektionerna efter varje individs förutsättningar. Häften av klasslärarna upplever specialläraren som positiv medan den andra hälften upplever problematik. Klasslärarna tycker också att de har kompetensen som behövs för att bemöta elever med läs- och skrivsvårigheter/dyslexi och de resonerar kring fortbildningens betydelse för att hålla kunskapen levande. Flera av lärarna betonar att elever med läs- och skrivsvårigheter/dyslexi får den hjälpen som de behöver medan den andra hälften tycker att det kan bli bättre. I undervisningen betonar klasslärarna att de använder olika metoder som de inte kan namnge.

Upbringing and education children with cephalonia The children with cephalonia develop slowly but they are very sensitive and perceptive. Their upbringing and education is very discussed problem at present. Every men is an unique personality and every men is entitled to the full-value life with the education and the love and it applies also to people with cephalonia. The main subject of the diploma thesis was to describe the general information about the cephalonia (aetiology, classification, possibilities of education of people with cephalonia). The practical part of the diploma thesis has two goals. The first goal was to find out and describe the situation of skilled employees in the educational institutions for children with cephalonia. The second goal was to find out and describe the level of the special pedagogic care of children with cephalonia (especially using of alternative therapies). Both of goals were achieved. The diploma thesis verified two existing hypothesis together. The basic technique of data collection was the questionnaire for teacher in the educational institutions for children with cephalonia in the Zlín region. The secondary analysis of the methodical materials and the educational programmes in the special schools in Zlín region was the next used method. The hypothesis no.1 (There is lack of skilled employees in the educational institutions for children with cephalonia) was overcame. The most of interviewed special pedagogues had requisite qualification according to law and the others studied for this qualification by their employment. The hypothesis no.2 (The alternative therapies are not using enough in the educational institutions for children with cephalonia) was confirmed. According to the secondary analysis of the methodical materials the particulars of the alternative therapies are using because these particulars of therapies are parts of the curriculum for children with special needs. But the research results that quarter of informants don{\crq}t use the alternative therapies and they don{\crq}t have the appropriate qualification for it. The results of this diploma thesis could have been using as an information brochure for parents and teachers of children with cephalonia.

(in English) The aim of this diploma thesis is focused on observation of communication behaviour between the teacher and pupils with autistic disorder spectrum and mental disability from the special primary school. The research is based on the analysis of audio recordings of verbal communication of pedagogical team and pupils. The nonverbal phenomena of this communication which were recorded by researcher is appended to this analysis. The thoretical part consists the information of mental disability and its etiology and classification as well as the information of autistic disorder spectrum and its etiology, classification and characteristic problematic domains. The most comprehensive part of this thesis deals with disruption of communication between children with autistic disorder spectrum. I also describe the pedagogical communication on the special primary school. The experimental part consists the analysis of communication behaviour of the teachers and pupils with mental disability and autistic disorder spectrum which was observed during five lessons of language education. The research also consists the analysis of two works heets which were worked out by pupils with autistic disorder spectrum and mental disability.

’A school for all?’ is a scientific essay regarding the inclusion of students with neuropsychiatric disabilities inside the classroom. This essay is about the reality behind ’a school for all’ and became a starting point of this paper due to the everyday dilemmas I face as a leisure-time teacher that coexist in a classroom. In the classroom, there are students with neuropsychiatric disabilities and we attempt to provide the inclusion of these students during a lesson. Due to the daily events and happenings in the classroom, I began questioning the idea of a school for all and contemplate the significance of inclusion for myself, as well as other colleagues. This essay will contribute to a better understanding of ‘a school for all’ concept, which has normally had varying implications for different individuals. I’ve chosen an essay-style method, with which I explored my experiences through self-reflection. I used Hans-George Gadamer’s hermeneutist perspective regarding comprehension, in order to observe my own dilemma from various angles. It is also discussed how the teachers’ interpretation of inclusion influences the students in a classroom. Special pedagogy is recommended to simplify the inclusion of students with disabilities, however, the different viewpoints regarding special pedagogy and the lack of competent pedagogics in schools prevents us from reaching the goal of ‘a school for all’. I will finally conclude by pointing out the vague description of the ‘inclusive work ethic’ mission within school regulations specified by the state. We instructors interpret inclusion differently based on personal presumptions, and the inclusion that is being currently practiced in schools, is merely a physical inclusion that leads to discrimination, frustration, and poor results. In addition, I recognize the lack of provisions and resources required to ensure that all children, regardless of their needs, would be successfully educated within the same classroom. / ”En skola för alla?” är en vetenskaplig essä om inkludering av elever med neuropsykiatriska funktionsnedsättningar i klassrummet. Denna uppsats handlar om verkligheten bakom ”en skola för alla” och tar sin utgångspunkt i dilemman hos mig som är fritidspedagog och samverkar i ett klassrum med en lärare. I klassrummet finns elever med neuropsykiatriska funktionsnedsättningar och vi försöker att inkludera alla elever i undervisningen. Det som hände dagligen i klassrummet fick mig att ifrågasätta tanken om en skola för alla och fundera på inkluderingens betydelse för mig och andar pedagoger. Denna uppsats syftar till att bidra till bättre förståelse kring begreppet ”en skola för alla” som kan ha olika innebörd för olika individer. Jag har valt att använda essäskrivande som metod där jag genom reflektion utforskar mina erfarenheter. Jag utgår från Hans- George Gudmar hermeneutiskt perspektiv om förståelsehorisont för att se på mitt dilemma ur olika vinklar. Jag kommer gå också in på hur pedagogernas tolkning av inkludering påverkar eleverna i klassrummet. Jag rekommenderar specialpedagogik för att underlätta inkluderingen av elever med svårigheter, men att olika syn på specialpedagogik och brist på kompetenta pedagoger i skolan gör att vi inte når målet” en skola för alla”. Slutligen kommer jag fram till att uppdraget som beskrivs som inkluderande arbetssätt är väldigt otydligt i styrdokumenten. Vi pedagoger tolkar inkluderingen på olika sätt utifrån våra förutsättningar. Inkluderingen som vi gör i skolan är en fysisk inkludering som leder till kräkningar, frustration och dåligt resultat. Vidare finner jag att vi verken har förutsättningar och resurs för att alla barn oavsett behov ska kunna undervisas i en och samma klassrum.

Många elever kämpar med matematikämnet i skolan. Dessa elever får inte alltid rätt stöttning vid rätt tid vilket kan resultera i att eleverna inte klarar grundskolan. Skolan har ett kompensatoriskt uppdrag och har en skyldighet att snabbt identifiera eleven i behov och sätta in rätt stödinsatser. Det finns olika former av stödinsatser där en kallas för extra anpassning. Det är en förhållandevis ny reform och lärare känner sig osäkra kring vad den egentligen innebär. Syftet med arbetet är således att bidra med kunskap om skolors kvalitetsarbete med extra anpassningar i matematik. Insamlingsmetoden som använts för att uppfylla syftet är dokumentinsamling samt intervjuer med verksamma lärare. Specialpedagogiska perspektiv har använts för att analysera resultatet. Slutsatserna av studien antyder att skolornas kvalitetsarbete med extra anpassningar i matematik skiljer sig åt beroende på vilka svårigheter eleverna anses ha. / Many students battle with math in school. These students don’t always get the right aid in time which can result in them not graduating from elementary school. The school has a compensatory commitment and an obligation to identify the student in needs quickly and introduce the required aid. There are various forms of support, one is called additional adjustments. It is a comparatively new reform and teachers feel uncertain about what the aid should actually entail. The purpose of this study is therefore to contribute with knowledge about schools quality work with additional adjustments in mathematics. Documents have been collected and interviews with active teachers have been performed to fulfil the purpose. Perspectives on special pedagogy have been used to analyze the result. Conclusions of the study suggest that the schools quality work with additional adjustments in mathematics differ depending on which difficulties the students are believed to have.

Denna intervjustudie syftar till att undersöka gymnasielärares uppfattningar av samarbeten med specialpedagogiska resurser när det kommer till individanpassad undervisning där individplacerade elever med hörselnedsättning ingår. Ramfaktorteorin används som teoretisk utgångspunkt i analys av data. I resultaten framgår att lärares uppfattning gällande samarbeten varierar kraftigt, samt att det existerar brister i stöd för lärarna från både skolledning och specialpedagogiska resurser gällande arbetet med individanpassad undervisning. Få lärare samarbetar med stödjande funktioner utanför skolan och brister gällande tillgången till teknisk utrustning framkommer beträffande arbetet med elever med hörselnedsättning. I slutsatsen framkommer behov av ökade samarbeten mellan lärare och specialpedagogiska resurser för att i ökad omfattning kunna skapa individanpassad undervisning som kan förbättra utbildningens tillgänglighet och kvalitet för elever. / This interview study aims to explore upper secondary school teachers' perceptions of collaborations with special educational resources when it comes to individualized learning, where individually placed students with hearing loss are included. The framing theory is used as a theoretical framework and to interpret analysis of data. The results show that teachers' perceptions of collaboration vary greatly, and that there are deficiencies in support for teachers from both school management and special educational resources regarding work with individualized learning and few teachers cooperate with supporting functions outside the school and deficiencies regarding access to technical equipment are apparent regarding the work with students with hearing loss. In conclusion, there is a need for increased collaboration between teachers and special educational resources in order to be able to create individualized learning to an increased extent that can improve the accessibility and quality of the education for students.