This qualitative study explores the factual knowledge base and cultural competence of school health counsellors regarding Female Genital Cutting (FGC) in a school setting in Sweden. Through four semi-structured interviews, the research explored participants’ understanding of FGC and their cultural competence in addressing this sensitive issue. Thematic analysis and the lens of social convention theory were applied to interpret the collected data. Results indicate that the school health counsellor’s team demonstrated to some extent factual knowledge and cultural competence regarding FGC. However, challenges such as time constraints, language barriers, and fear of evoking trauma emerged during their work with this concept in a school environment. Aligning with social convention theory, the participant's effort was seen as challenging the continuation of FGC within the Swedish context. The study contributes to the broader discourse on the role of school health counsellors in promoting awareness, prevention, and support for culturally sensitive topics related to the well-being of the student. The study concludes by advocating for culturally inclusive resources within the school to effectively tackle and disseminate knowledge on FGC, emphasizing the importance of addressing this issue within the educational system.

The objective of this study was to get knowledge about teaching health in special schools through an investigation on how four teachers in physical education describe their teaching in health. To find out how the teachers describe their teaching the qualitative research interview method was used. On the basis of this study interviews with four teachers, teaching in physical education, was conducted. The result was analyzed using the perspective of KASAM (sense of coherence) by Antonovsky (2005) which showed a comprehensive view on the teachers concept of health. To mediate the health curriculum content to the students among others visualization and student interests were used as methods. The result showed furthermore that some teachers´ varied the lesson content a lot and that some teachers repeated a lot. Linked to the curriculums central content for special schools the result shows that the teachers´ lesson content only partly is included. Some parts of the central content of the curriculum are not included at all. Keywords Health, special school, physical education, KASAM (sense of coherence), teaching, central content / Syftet med studien är att få kunskap om hälsoundervisning i grundsärskolan genom att undersöka hur fyra lärare i idrott och hälsa beskriver sin hälsoundervisning. För att ta reda på hur lärarna beskriver sin undervisning användes den kvalitativa intervjun som metod. Studiens underlag bygger på intervjuer av fyra lärare som undervisar i idrott och hälsa i grundsärskolan. Studiens teoretiska utgångspunkt är Antonovskys (2005) KASAM (Känsla Av Sammanhang). Resultatet visade att lärarna har en helhetssyn på begreppet hälsa. För att förmedla läroplanens hälsoinnehåll till eleverna användes bland annat elevernas intresse och visualisering som metoder. Resultatet visade vidare att vissa av lärarna varierar lektionsinnehållet medan andra upprepar mycket. Kopplat till det centrala innehållet i läroplan för grundsärskolan (Skolverket, 2011) visar resultatet att det centrala innehållet i kursplanen tas upp i lärarnas lektionsinnehåll men bara delvis. Vissa delar i kursplanens centrala innehåll (Skolverket, 2011) finns inte med i lärarnas innehåll överhuvudtaget.       Nyckelord Hälsa, grundsärskola, idrott och hälsa, KASAM (Känsla Av Sammanhang), undervisning, centralt innehåll

This thesis is focused on assessing applications of educational contents and goals of the subject Art in the school for pupils with special educational needs. Firsly are characterized the Framework educational programme and School educational programme. Consequently is analyzed the content of School educational program at Elementary and Practical school Svítání, o.p.s. Through action research there are compared the contents of the above binding documents with reality of teaching in the school, which deals with the education of pupils with special educational needs. Action research was realized through video record, transcriptions and analysis of recorded lessons, evaluation of used forms and methods in teaching practice, suggestions and subsequent implementations of didactic art education project with pupils of this school. The work with Framework and School educational programme revealed that the School educational programme subjected to analysis is too focused only on art techniques and specific themes, almost disregards Framework educational programme and very limitedly works with curriculum or expected outcomes discussed herein. Teachers have just narrow space for motivation focused on actual topics and art work. Action research has shown that these specific and serious deficiencies of School...

Syftet med denna studie är att beskriva några särskoleintegrerade elevers uppfattningar om delaktighet vid planeringen av matematikundervisningen. Studiens frågeställningar är: Vad framkommer i elevernas utsagor om läroplanen och kunskapskraven? Vad framkommer i elevernas utsagor om kopplingen till läroplanen eller kunskapskraven vid planeringen och upplägget av matematikundervisningen? Hur beskriver eleverna sin vilja till delaktighet i matematikundervisningen och dess utformning? Hur beskriver eleverna sin delaktighet i planerandet av matematikundervisningen är i jämförelse med sina klasskamrater? De fyra intervjuade eleverna har alla diagnosen intellektuell funktionsnedsättning, de följer grundsärskolans läroplan och är placerade i grundskolan. Studiens teoretiska utgångspunkt är Harts Delaktighetsstege, vilken även har använts vid analysen av intervjuerna. Det empiriska materialet bygger på kvalitativa intervjuer som har kompletterats med metoden foto-eliciting vilket är när fotografier används som stimuli för olika frågor under intervjuerna. Fotografierna är från elevernas egna matematiklektioner. Denna studie bygger på kontakten med elever som har intellektuell funktionsnedsättning vilket ställer höga krav på etiska och moraliska riktlinjer. Studiens resultat pekar på att delaktighetsstegens steg 3 – Tokenism och steg 4 – Assigned but informed är de steg som förekommer oftast utifrån elevernas utsagor. Steg 1, 2, 7 och 8 syns inte i materialet. Vilket innebär att de två steg med lägst nivå respektive högst nivå av delaktighet inte framkom. Vanligaste anledningen till att det eleverna berättat vid intervjuerna bedöms motsvara steg 3 är för att eleverna inte har förstått syftet med uppgiften vilket är ett av kriterierna för att nå upp till det fjärde steget. Hur och när matematiken kan användas utöver matematiklektionerna tycks vara svårt att beskriva för eleverna. Det var lättare för flera av eleverna att förklara syftet med att räkna än syftet med matematiken. Alla fyra eleverna uttryckte en vilja att få delta i upplägget och planerandet av matematiklektionerna. Det skiljer i vad de vill bestämma, ibland handlade det mer om innehållet och ibland handlade det mer om arbetsmetoderna. / The purpose of this study is to describe some integrated special school group students’ perception of their participation in the planning and layout of mathematics education and their knowledge of the curriculum. The study's questions are: What appears in the students' statements about the curriculum or the proficiencies at the planning and layout of the mathematics education?　What appears in the students' statements about the connection to the curriculum or the proficiencies at the planning and layout of the mathematics education? How do the students describe their will to participate in the mathematics education and the layout of it? How do the students describe their participation in the planning of the mathematics education compared to their classmates? The four interviewed students are all diagnosed with intellectual disability, they follow the curriculum of the special school and are placed within the regular school system. The theoretical basis of the study is Hart’s Ladder of participation which has also been used when analyzing the interviews. Research studies about young people’s perception and their stories are not that common. The empirical material is based on qualitative interviews which have been supplemented with the photo-elicitation method, a method based on photographs that are used as stimuli for different questions during the interviews. The photographs were taken during mathematic lessons where the interviewed students took part. This study is based on contact with students diagnosed with intellectual disability and that places high demands on ethical and moral principles. The findings show that two steps on the Ladder of participation, step 3 – Tokenism and step 4 – Assigned but not informed are the most common steps regarding to the stories of the students. Step 1, 2, 7 and 8 are not shown in the material. This means that the two steps with the lowest grade of participation and the two steps with the highest grade of participation didn’t show in the study. The most common reason to that what the students have said at the interviews are graded as step 3 is that the students haven’t understood the purpose of the assignment, which is a criteria to reach step 4. How and when mathematics can be used beyond the lessons in mathematics seem difficult to explain to the students. Several of them found it easier to describe the purpose of counting than the purpose of mathematics. All four students expressed a will to participate in the layout and the planning of the lessons in mathematics. There are differences in what they want to be a part of in the process, sometimes it is more about the content of the lessons and sometimes more about the methods.

The purpose of the study is to investigate the formative assessment work in Swedish compulsory special school, for students who read focus subject. The questions are how special educators working with formative assessment in different ways, and how they make the knowledge requirements visible by artefacts as the use of image support, alternative communication, digital tools and more. Theoretical approach consists of previous research on formative assessment. Sociocultural perspective has been used to analyse the results. Qualitative methods in the form of five observations and five interviews were used for the collection of empirical data. Results show that educators are working consistently with formative assessment in different ways and that teacher’s give students feedback for learning forward. In the categories peer assessment and the visibility of the knowledge requirements, it appears on the basis that it appears less in teaching. The study's implications based on the results is to make visible the objectives for students and help them to their own development. It also contributes to further research on the importance of students with intellectual disabilities may need alternative individual adaptations for perceiving information and communication about learning objectives and criteria. The work of visible learning and make students involved in their own development becomes more complicated when the curriculum and syllabuses exist only as text documents. Teachers need to create own image support in the student's immediate environment to increase the possibility for communication about the student's knowledge of the formative process

Skolans styrdokument vilar på demokratisk grund och Sverige har tagit ställning till att all verksamhet i skolan ska utgå från ett inkluderande synsätt. Den inkluderade skolan bygger på att alla elever, oavsett förutsättningar och behov, ska få möjlighet till gemenskap och delaktighet i skolan. Då det till författarnas kännedom inte fanns någon tidigare forskning om inkluderande undervisning mellan grundsärskolan och grundskolan, växte intresset och studiens syfte fram, att beskriva och analysera vilka utmaningar och möjligheter speciallärare och grundskollärare möter när de ska arbeta inkluderande mellan grundsärskolan och grundskolan. Den undersökningsmetod som användes för studiens genomförande var kvalitativ intervjumetod. Sex stycken speciallärare och sex grundskollärare blev intervjuade och intervjumallen utgick från teman om inkluderingens formella och informella syfte, inkluderingens praktiska utförande, förutsättningar och hinder för inkludering och fokuserade uppnåendemål. Resultatet visade att speciallärare och grundskollärare tankemässigt befinner sig på olika platser i inkluderingsprocessen. Majoriteten av speciallärarna och grundskollärarna uttrycker, trots upplevelser av hinder också goda möjligheter, samt en vilja och ambition att arbeta och utveckla den inkluderande undervisningen på den undersökta skolan. Den viktigaste ramfaktoren och förutsättningen som speciallärarna och grundskollärarna lyfte fram var tillgången till tid och att ha avsatt tid. Vidare var andra betydelsefulla faktorer speciallärarnas och grundskollärarnas attityder till ett inkluderande arbetssätt, rektors förhållningssätt och de mål som var satta för skolan när det gällde den inkluderande undervisningen. Den undersökta skolan har kommit långt i sin strävan efter att bedriva en inkluderande undervisningsform. Genom en större organisatorisk stabilitet i arbetslagen skulle arbetssätt och metoder ha större möjlighet att fördjupas och utvecklas. Att ge goda förutsättningar för inkluderande undervisning på organisationsnivå kan leda till att rektorer underlättar för elever att skapa bestående relationer mellan varandra och mellan grundsärskolan och grundskolan. / The school's governing documents are based on democratic grounds, and Sweden has taken a stand that all activities in school should be based on an inclusive approach. The included school is based on the fact that all pupils, regardless of their prerequistes and needs, will be given the opportunity for community and participation in the school. Since there was no prior research to the author's knowledge, about inclusive teaching between the special school and primary school, interest and the purpose of the study developed, to describe and analyze the challenges and opportunities of special school teachers and primary school teachers when they are going to work inclusive between special school and primary school. The study method used for the study's implementation was qualitative interviewing. Six special school teachers and six primary school teachers were interviewed, and the interviews were based on the themes about the formal and informal purpose of inclusion, the practical achievment of inclusion, pre-conditions and obstacles of inclusion and focused achievement goals. The result showed that special school teachers and primary school teachers had different thoughts of the process of inclusive teaching. The majority of special school teachers and primary school teachers had, despite experiences of obstacles, also expressed good opportunities, as well as a willingness and ambition to work and develop inclusive teaching at the studied school. The most important framework factor and the condition that special school teachers and primary school teachers raised were access to time and reserved time. Furthermore, other significant factors were the attitudes of special school teachers and primary school teachers had to an inclusive approach, the headmasters approach and the school's set goals for the inclusive teaching. The studied school has come a long way in pursuing an inclusive teaching method. Through greater organizational stability in the teaching crew, working methods would have a greater opportunity to deepen and develop. By providing good conditions for inclusive teaching at the organizational level, head masters can also make it easier for pupils to create permanent relationships between each other and between the special school and primary school.

Genom studiens syfte, att beskriva och analysera förutsättningar för elevers inflytande i grundsärskolan och hur detta kommer till uttryck i läsundervisningen, vill vi bidra till ökad kunskap. Bakgrund och tidigare forskning behandlar förutsättningar och hinder för inflytande, språkutveckling, läsinlärning, läsförståelse samt för undersökt kommun tongivande metoder för läsinlärning och läsförståelse. Studiens empiriska data samlades in genom semi-strukturerade intervjuer med tolv pedagoger, samtliga verksamma inom grundsärskolan samt elva elevenkäter. Som teoretisk ansats användes sociokulturellt perspektiv på lärande. Resultatet pekar på att elevinflytande till stor del handlar om individanpassad undervisning baserad på elevens intressen, att goda möjligheter finns att ge elever inflytande samtidigt som det upplevs som en svårighet att synliggöra elevinflytandet för eleverna, samt att tolka elevers kommunikation gällande intentioner och önskningar i läsundervisningen. Starkt tongivande i pedagogernas resonemang, både om elevinflytande och läsundervisning var vikten av att samarbeta med grundskolans elever; dels som förebilder och dels som en källa till lärande. Gemenskapen och samspelet som framgångsfaktorer för lärande påpekades mångfaldigt, men också de kommunikativa vinsterna med att låta elever med olika förutsättningar lära tillsammans och vara resurser för varandras lärande. Vad gäller elevers upplevelser av inflytande anser en övervägande andel att de blir lyssnade på men resultatet visar att det eleverna upplever sig ha inflytande över inte är undervisningsrelaterat. / The purpose of the study, is to describe and analyze the prerequisites for students influence in the special school and how this is expressed in the reading education, we want to contribute to increased knowledge. Background and previous research deals with the prerequsites and barriers on influence, language development, learning to read, reading comprehension as well as for investigated municipal influential methods for reading and reading comprehension. The empirical data of the study was collected through semistructured interviews with twelve educators, all those active in the special school and a questionary with eleven pupils. As a theoretical approach, sociocultural perspective on learning was used. The result indicates that student influences mostly is about individualized education based on the student's interests, that the opportunity for students to influence is possible while at the same time educators experience a difficulty in visualizing student influence to their students, as well as interpreting student communication regarding intentions and wishes in learning how to read. The main purpose the educators reason about, when it comes to student influence and reading education, was the importance of collaborating with elementary school students; partly as role models and partly as a source of learning. The solidarity and interaction as success factors for learning were pointed out many times, but also the communicative benefits of allowing students with different prerequisites to learn together and to be resources for each other's learning. In regards of the students' experiences of influence, it is considered that they are listened to, but the results show that what the students have influence over does not regard their education.

The aim of this study is to qualitatively point out a variation of perceptions among the including strategies in swedish sign language environments. The environments involve both preschools and special schools, because preschools are the first step of a lifelong learning process that is coherent with schools. Including involves not only being there physically in the environment but also being able to communicate via technical options and visual availability. The study is grounded on 11 semi structured interviews via telephone which are analyzed by a phenomenographic method. The respondents are preschool teachers, teachers, specialized educators, head of preschool and nannies. The method includes a pilot interview before the actual interviews to make sure that the questions are of good quality. Discussion related to swedish preschool curriculum and children's own perspective occurs throughout the study. But also an angle on the data via visual and auditory perspectives. In our study we have been able to see diversity in the respondents perceptions on including strategies. This means that there are varying direct inclusion opportunities for the children in the current environments. A diversity that may or may not be equivalent to children's individual needs. Proposals for further research is presented with alternatives for both qualitative and quantitative studies. The conclusion of the study is that strategies for inclusion are perceived differently depending on the staffs view of inclusion. With different perspectives of the concept, different including strategies are also used with children in practice and in the environment. It is advantageous in the Swedish sign language environment to access children’s own language, which includes an accessible environment that should be based on the child’s needs. A common aspect points to children’s inclusion to the extent that staff offer children inclusion. Regardless of children’s existence in the environment, children’s inclusion cannot take place unless staff are deliberately working to include all children despite requirements.

Syftet med studien är att beskriva erfarenheter elever i gymnasiesärskolan har av ämnet matematik. Den teoretiska ansatsen utgår från grunderna i konstruktionismen och Berger och Luckmann's (2008) kunskapssociologiska förhållningssätt. Jag analyserar mina resultat utifrån Hacking (2000) och ett socialkonstruktionistiskt perspektiv. Studien är kvalitativ och gruppintervju används som metod. I gruppintervjun deltog sju elever som går i olika årskurser på gymnasiesärskolan. Eleverna går i Handelsprogrammet, Hotel och Restaurangprogrammet och Naturbruksprogrammet. Fokus i analysen är på vilka konstruktioner av skolämnet matematik, sig själva som matematikelever och nyttan med matematikkunskaper som eleverna gör. Resultatet visar att matematik som skolämne ses som ett nödvändigt ont och något som upplevs som svårt men viktigt. Det upplevs också som onödigt av vissa elever. Men även om relationen till matematik och rollen som matematikelev uppvisar kluvenhet, så var eleverna överens om att matematik var nyttigt att kunna i vardagslivet. Det fanns en stor samstämmighet bland de intervjuade eleverna om att man klarar sig bättre som vuxen om man kan matematik. / The purpose of the study is to describe the experiences students in Upper Secondary Special School have from the subject mathematics. The theoretical approach is based on the fundamentals of constructionism and Berger and Luckmann's (2008) approach to sociological knowledge. I analyse my results through Hacking (2000) and a social constructionistic perspective. The study is qualitative and a qualitative group interview is used as method. In the group interview, seven students in different levels on Upper Secondary Special School, participated. The students attend the Tradeprogram, Hotel and Restaurantprogram and Natural Resources Program. The focus of the analyse is which different constructions of the school matemathic, themselves as mathlearners and the usefulness of mathematics knowledge, that the students do. The result shows that mathematics as a school subject is seen as a necessary trouble and something that is perceived as difficult but important. It is also perceived as unnecessary by some students. But even if the relation to mathematics and the role of mathematics student exhibits ambivalence, the students were agreed that mathematics is useful to everyday life. There was a broad consensus among the interviewed students that you are doing better as an adult if you know mathematics.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 101-106).