<p>Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod.</p> / <p>Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.</p>

Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod. / Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.

The aim of this study was to examine how teachers in special schools for children with mental disabilities add meaning to the process of assessing their pupils with a grading system. The study was carried out in a focus group that, during three qualitative dialogues, discussed the grading system in special schools in general and on the basis of the national school curriculum. The material was analyzed from a theoretical viewpoint taking into account both the French philosopher Michel Foucault’s perspective on empowerment and that of post-structuralism. The results show that it is clearly problematic to assess children with intellectual disabilities. Due to the children´s differing conditions it is not possible to establish common knowledge goals and grades cannot be weighed in relation to the child’s level of knowledge. However, by considering the individual conditions of the children, formative assessment can be practiced and by avoiding not-passed grades all pupils in the special school can reach their individual goals and it is guaranteed that pupils always receive a grade that allows them to pass. The study also shows that the assessment still contains a comparative aspect; in fact, a comparative aspect is already incorporated in the assignment process to the special school which in Sweden bases on comparing the pupils intelligence level with that of other children of similar age. The goal-related grading system thus builds on a comparative system, in which children tested with a certain value from the normal test scale, are expected to not reach the curriculum goals and are then placed in a special school. The results of this study also illustrate the consequences of grade assessment for children´s identity and future. The teacher´s handling of curriculum goals and grades results in the subjectivization of the pupils. Children are shaped to be learning subjects in an environment of discourses that segregates the children by labeling them as being different from normal. Both, pupils and personnel operate in a system of (ranked) power where disciplinary actions are part of a normalization process, a process that creates and is created by the prevailing ranking of power. The study shows that the assignment of grades in special schools and schools for children with mental disabilities is in itself part of a social process that singles out individuals who get diagnosed as intellectually disabled and that places them at the margin of society. / Syftet med denna studie har varit att undersöka hur pedagoger i särskolan skapar mening i betygssättningen av elever i denna skolform. Studien har genomförts i en fokusgrupp som i kvalitativa samtal vid tre tillfällen har diskuterat betygssättning i särskolan allmänt samt med utgångspunkt i grundsärskolans nationella dokument. Materialet har analyserats utifrån ett teoretiskt perspektiv med det poststrukturalistiska och Michel Foucaults maktperspektiv för ögonen. I resultatet har det framkommit att betygssättning i särskolan är problematiskt. Elevers olika förutsättningar gör det omöjligt att ha gemensamma kunskapsmål och viktningen av betyg låter sig inte göras i förhållande till kunskapsnivån. Genom att ta hänsyn till de egna förutsättningarna kan formativ bedömning dock tillämpas och avsaknaden av ickegodkänt betyg gör att barnens individuella mål kan uppnås och ett godkänt betyg alltid garanteras. Analysen av materialet visar också att den jämförande aspekten i bedömningen finns kvar inte minst i själva mottagandet till särskolan, då det svenska systemet grundar sig på att elever föreslås skolformen särskola utifrån en jämförelse med jämnårigas intelligensnivå. Skolans mål- och kunskapsrelativa betygssystem bygger därmed på ett relativ jämförande ordning, där barn som testats och fått ett visst värde på normalskalan, förväntas att inte uppnå grundskolans mål och tas emot i särskolan. Studiens resultat har också visat betygssättningens och särskolans betydelse för elevers identitetsskapande och framtid. Pedagogers hantering av kunskapsmål och betyg för med sig en subjektivering av elever där barnen formas till lärande subjekt i en miljö fylld av diskurser som vill särskilja dem som avvikande från det normala. Såväl eleverna som personalen själv verkar i en maktordning där disciplineringen är en del i en normaliseringsprocess, en process som skapas av och skapar den rådande maktordningen. Studien visar att betygssättningen i särskolan och den särskilda skolformen i sig är en del av den samhällsprocess som verkar för att sortera ut personer som får diagnosen utvecklingsstörning och som placeras i utkanten av samhället.

This thesis deals with the deep knowledge of the pupils of primary school who attend special school, a primary school established pursuant to Section 16 (9) of the Education Act. The main aim of the thesis was to describe the broad context of a child attending this type of school. The aim of the theoretical part was to characterize themes - mental disabilities, education of pupils with mentally disabilities, deprivation and socially disadvantaged environment, including issues of Gypsies ethnicity. The practical part has a qualitative charakter and presents case studies of five pupils. The aim was to produce detailed diagnostics and understanding of special school pupils through case studies, interviews with children, teachers, parents and teacher assistants.

A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to undertake this study to establish how the 2013 revised curriculum was being implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge of whether special education teachers were involved in the curriculum process or not, it was further imperative to study their involvement in the curriculum development process and its implementation. This study sampled one hundered and twenty (120) special education teachers, twelve (12) Education Standards Officers and two (2) Curriculum Specialists for special education. Questionnaires, interviews, checklists and teacher observations were used to collect data. Questionnaires were administered to special education teachers to collect data of their knowledge about and involvement in curriculum development process, the methods and strategies and the challenges they faced implementing the curriculum. Interviews were administered on Education Standards Officers and Curriculum Specialists for special education to establish their role the curriculum development process, their appreciation of the curriculum change, the challenges they and the teachers faced implementing the curriculum and how they helped to overcome the challenges. By using the observation checklist during lesson observation and post lesson discussions, the researcher managed to collect data about the actual experiences in natural settings – the classroom. The study employed the Convergent Parallel Mixed Methods Design. Quantitative data was analysed by use of the Statistical Package for Social Sciences (SPSS) to derive statistical interpretations such as frequencies, percentages, standard deviation, mean, significant differences and relationships. Qualitative data was analysed with the help of NVIVO qualitative data software to create themes by coding density and basic cross tabulations by node attribute values. Results were triangulated to come up with a consolidated conclusion. It was established that special education teachers were not involved in the CDP except at implementation and they were implementing the revised curriculum amidst numerous challenges. Lack of involvement in the curriculum development process was linked to special education teachers’ lack of understanding of key concepts necessary for curriculum implementation for LSENs. The study recommends a deliberative cycle of training of special education teachers in the revised curriculum as it relates to special education. The study further calls for the provision of necessary specialised and adapted materials for effective implementation of the revised curriculum. / Curriculum and Instructional Studies / D. Phil. (Education)

The education of the deaf students currently faces a difficult definition regarding the model that best fits the educational needs of the student with deafness in Brazil. The relevance of the research resides in evidencing the discussions about the subject carried out by the deaf subjects according to the modality of education that contemplates better their community. To that end, we aim to analyze the discourses of the deaf about the role of the special, inclusive and bilingual school within the broader context of inclusive educational policy and the influence of this conjuncture of social transformation for the constitution of subjects and their identities. This research is situated in the field of Critical Discourse Analysis (CDA) (FAIRCLOUGH, 2003, 2016), more specifically in the Sociological and Speech Discourse Approach (PEDROSA, 2012, 2013, 2014, 2016). This approach strongly dialogues with Sociology for Social Change - SMS - (BAJOIT, 2006). In order to do the linguistic analysis, a prerequisite for an ACD analysis, we focus on the Systemic-Functional Linguistics (ALMEIDA 2010) and in its system of evaluation work with its subsystems of attitude and gradation, observing in the speeches of the deaf as they evaluate the educational processes through the discussion of the theme. From SMS, we will classify the identities and types of subjects that constitute themselves through the work of relational management of themselves. The type of our research is qualitative-interpretative; with the purpose of collecting the data, we used videos of deaf people in the YouTube channel. The corpus of this research is constituted by 7 videos that resulted in 17 discursive cuts to be analyzed, in which the deaf stand in front of the special school, the inclusive school and the bilingual school for the deaf. The research raises a discussion about the modalities of education for deaf people and of which parameter should be followed so that the learning process for these communities is full. The results revealed that between the inclusion advocated by law and by many experts and bilingualism, the second method is unanimously defended by the deaf, for actually providing a social and political inclusion of the community. It is inferred that the deaf do not feel represented within the special model and the inclusive model, since their needs have not been fully met, although we have identified some attenuating positions, the subjects manifest without care in their difference. We conclude that through the position of the deaf on their education it was possible to identify the evaluation made by them and how this evaluation is favorable to bilingual school, in addition the deaf studies enabled us to know how each model is configured and how important each one to the context of change of discursive and social practices of the deaf subjects and in the educational scope to which it is inserted. / A educação do surdo, atualmente, enfrenta uma difícil definição no que diz respeito ao modelo que melhor atenda às necessidades educacionais do aluno com surdez no Brasil. A relevância da pesquisa reside em evidenciar as discussões acerca do assunto protagonizadas pelos sujeitos surdos no que diz respeito à modalidade de ensino que contemplasse melhor sua comunidade. Para isso, objetivamos refletir sobre a análise dos discursos dos surdos acerca do papel da escola especial, da inclusiva e da bilíngue, dentro do contexto mais amplo da política educacional inclusiva e da influência dessa conjuntura de transformação social para a constituição dos sujeitos e suas identidades. Esta investigação está situada na Análise Crítica do Discurso (ACD) (FAIRCLOUGH, 2003; 2016), mais especificamente na Abordagem Sociológica e Comunicacional do Discurso (ASCD) (PEDROSA, 2012; 2013; 2014; 2016). A referida abordagem dialoga fortemente com a Sociologia para a Mudança Social – SMS - (BAJOIT, 2006). Para darmos conta da análise linguística, pré-requisito para uma análise em ACD, nos debruçamos sobre a Linguística Sistêmico-Funcional (ALMEIDA, 2010) e em seu sistema de avaliatividade trabalharmos com seus subsistemas de atitude e gradação, visualizando nos discursos dos surdos como eles avaliam os processos educacionais por meio da discussão da temática. Da SMS, classificamos as identidades e os tipos de sujeitos que se constituem através do trabalho de gestão relacional de si. Nossa pesquisa é caracterizada pelo tipo qualitativa-interpretativa, utilizando vídeos de surdos no canal YouTube para a constituição dos dados. O corpus constitui-se por 7 vídeos que resultaram em 17 recortes discursivos a serem analisados, nos quais os surdos se posicionam frente à escola especial, à inclusiva e à escola bilíngue para surdos. A pesquisa levanta uma discussão em torno das modalidades de ensino para surdos e de qual parâmetro deve ser seguido para que o processo de aprendizagem para essas comunidades seja pleno. Os resultados revelaram que, entre a inclusão defendida pela lei e por muitos especialistas e o bilinguismo, o segundo método é defendido unanimemente pelos surdos, por proporcionar de fato uma inclusão social e política dessa comunidade. Assim, inferimos que os surdos não se sentem representados dentro do modelo especial e do modelo inclusivo, tendo em vista que as necessidades deles não vêm sendo atendidas plenamente, e, embora tenhamos identificado alguns posicionamentos atenuantes, os sujeitos manifestam-se sem atendimento em sua diferença. Concluímos que, por meio do posicionamento dos surdos sobre sua educação, foi possível identificar a avaliação feita por eles e como essa avaliação é favorável à escola bilíngue; além disso, os estudos surdos nos possibilitaram conhecer como cada modelo se configura e qual a importância de cada um para o contexto de mudança de práticas discursivas e sociais dos sujeitos surdos e no âmbito educacional em que se inserem. / São Cristóvão, SE

This research was undertaken within the broader concept of Corporate Social Investments and how this concept is integrated within the context of staff retention and what this means for business and creating employment opportunities for people with disabilities. Illustrated through the description of CSI literature and intending to explain the link between CSI and employee retention, research questions presented as part of the outcomes for the research examines notion that there is a relationship between Corporate Social Investment and Employee Retention. Reference to the case study "Rhodes / Kuyasa Partnership" illustrates how such partnerships attempt to create opportunities for the community, the organisation, people with disabilities and employees at large. The case study was written to be used as a teaching case study in the context of Human Resources, Business Sustainability and Corporate Social Investment. The effectiveness and viability of the Kuyasa / Rhodes partnership will highlight acceptance and or non acceptance of people with disability by the non-disabled workforce. This case study will highlight CSI linkages that lead to staff retention, higher job satisfaction, lower turnover of staff, enhanced community engagement, creating opportunities that accommodate people with special needs, developing models that can be replicated in other organisations, creating additional opportunities for existing staff. Metcalf (2008:61) suggests that organisations need to ensure that the leadership and organisation culture within organisations is appropriate to engage staff with disabilities and non-disabled staff, and that their most senior managers demonstrate their commitment to develop, and help others develop, in the same way. The Kuyasa Rhodes Partnership may have started off as a Retention Strategy, however has given rise to a social initiative that can be replicated in other enabling organisations. The case study material was acquired through one on one interviews, and a focus group session on the effectiveness with the retention of such employees with intellectual disabilities, internship and mentoring issues, and as well as issues such as affirmative action, and the benefits and shortcomings of staff retention to the organisation. Key stakeholders interviewed for this case study expressed differing view -points, and in particular the benefits and shortcomings of this initiative. The Rhodes Kuyasa initiative appears to have achieved some success in enabling young adults / learners to work in a mainstream working environment by developing employment skills and life skills, and by improving their employment opportunities. Factors critical to the continuation of such initiatives included: the close involvement with both partners (Rhodes and the Kuyasa Special School), the sensitive treatment of the learners, and creating internal departmental partnerships within the Rhodes environment. A selected group of ten learners were mentored and provided with full time employment within the industrial Campus Food Services facility. Discussion that was highlighted in the case study must give consideration to a more investigative approach into overcoming the barriers of discrimination in the workplace and the major barriers to skills development. These have highlighted a number of relatively consistent themes around what were the successful and unsuccessful strategies. Integration of people with disabilities within the Rhodes University service areas has had positive effects for the disabled learner and employee workplace. People with disabilities indicated on how having mainstream employment allowed them to be independent, have a purpose in life and enhance their self worth in their communities and place of employment. Furthermore, being employed had positive repercussions on the person‘s co-workers. By demonstrating their competence, people with disabilities have had significant impact on other people‘s attitudes to disabled persons. Discussions held with the Principal of the Kuyasa Specialised School highlighted the need for crucial planning within special schools for disabled people in the area of transition from school to skills development and work. Skills development guidance is important in ensuring a choice of relevant interventions and obtaining the necessary information. Some staff expressed frustration at being with co-workers who questioned their presence and placement in the kitchen environment. Even though the disabled person was suitably placed they faced stereotypical behaviour and attitudes from their co-workers on what people with disabilities can or cannot do. Staff with intellectual disabilities commented that their co-workers see them as needing constant attention and care and not being capable of working. Some of the staff with disabilities had to work much harder to be recognised by their co-workers and supervisors. Currently few people with disabilities seem to be receiving career guidance while at school, as reflected in the case studies. One person with an intellectual disability described how the intervention of developing a comprehensive school leaving plan, which was then implemented by the school, allowed for good transition from school to Rhodes University. The role of personal factors such as life skills, personal motivation, the desire for personal achievement and a positive attitude were common themes that came out of the focus group. Initiatives to ensure that people accept themselves, their circumstances and are able to express their desires and realise their dreams are important factors. In addressing the barriers, co-worker attitudes make a big difference to how effectively the disabled person is able to participate in the training and employment. The future focus must be enabling and in line with successes and failures in the areas of employee integration in the workplace, life-skills development for people with disabilities. A clear career guidance plan should be developed for all disabled children before they leave school. This plan should include provision of adequate information on different career options and training. The negative attitudes of co-workers and supervisors should be changed by providing training support to ensure that they feel confident to meet the needs of disabled staff. Employers should be providing support and information on how to meet the needs of disabled employees. People with intellectual disabilities are an integral part of the South African population. Business and social enterprises need to have a focused inclusive strategy to integrate people with intellectual disabilities within the South African society to ensure equity and diversity awareness. Working with people with intellectual disabilities has been the focus of this research to ensure long term sustainable employment, CSI and Employment equity. Integrating Corporate Social Investment policies with Human Resources Equity policies are important factors in ensuring that people with intellectual disabilities are a fundamental focus in recruitment and retention strategies within business and social enterprises. Initiatives such as the Kuyasa / Rhodes Partnership are attempting to align to the overall objectives of incorporating people with intellectual disabilities into mainstream work, in particular, with the objective of incorporating people with disabilities in some accessible sections within the organisation. This contributes to the Rhodes University Campus Food Services becoming an example of excellence in the CSI and employee retention field. It is hoped that this teaching case study will make an important contribution to students learning about sustainable business practices, and for business focusing on employment recruitment and retention strategies to integrate people with intellectual disabilities within their organisations.

Denna studies syfte är att beskriva hur lärare i grundsärskolan ser på sitt bedömningsuppdrag isamband med att nya elever tas emot i verksamheten. I grundsärskolan undervisas elever som pågrund av en intellektuell funktionsnedsättning (IF) inte bedöms ha förutsättningar att uppnågrundskolans kunskapskrav. I vår studie använde vi oss av en kvalitativ metod och genomfördeelva kvalitativa intervjuer med lärare i grundsärskolan. Schiros (2013) undervisningsideologiskaperspektiv användes som teoretiskt perspektiv i analysen. Vi har utgått från fyra olikaforskningsfrågor under arbetets gång. Första frågan var vilka strategier lärarna beskriver att deanvänder för att samla information om elever som kommer nya till grundsärskolan. Här visar ettav resultaten att relationsskapande med eleven får gå före kunskapsbedömning när elever kommernya. På frågan om lärarnas syn på bedömningens plats och funktion i verksamheten får vivarierande svar, men gemensamt beskriver de att ett sökande efter elevens förmågor att kunna visakunskaper liknar ett “detektivjobb” (informant L9). Resultat visar också att lärarna ser olika på hurmeningsfullt det är för eleven att själva vara delaktiga i sin egen kunskapsbedömning. Nästaforskningsfråga handlar om vilka utmaningar som framstår i uppdraget att bedöma kunskaper hoselever som kommer nya till grundsärskolan. Här visar resultatet att samtliga lärare uttrycker attelever med IF är svårbedömda eftersom allt beror på elevens förmåga och dagsform. Vår fjärdeforskningsfråga handlar om vilka undervisningsideologier som blir synliga. Här visar resultatet atten elevcentrerad undervisnings ideologi är framträdande i lärarnas svar. Lärarna upplever till vissdel en konflikt i sitt bedömningsuppdrag, främst i relation till tolkningen av styrdokumentensformuleringar. Studiens resultat visade också att lärarna är i behov av att reflektera överbedömnings uppdraget, här får specialläraren en viktig roll som kvalificerad samtalspartner. / The purpose of this study is to describe how teachers in the special school view their assessmentassignments in connection with new pupils starting in school. The special school is a compulsoryschool for children with intellectual disabilities who are not considered to have the prerequisites tomeet the mainstream school’s knowledge requirements. In our study, we used a qualitative methodand conducted eleven qualitative interviews with teachers in special school. Schiro's (2013)Curriculum Ideological perspectives were used as theoretical perspectives in the analysis. We havestarted from four different research questions during the course of the work. The first question waswhat strategies the teachers describe that they use to inform themselves about students who arenew in school. Here, one of the results shows that creating relationships with the student may gobefore During the question how teachers view the significance of assessment for students'knowledge development, results of the study vary, but the common feature is that a search for thestudent's ability to show knowledge is similar to a “detective job” (informant L9). The study showsthat the teachers consider that assessment has a certain importance for the pupil's knowledgedevelopment but especially for the adaptation of the teaching. The results also show that teacherslook at how meaningful it is for the pupil to be involved in their own knowledge assessment. Thenext research question was about the challenges presented in the assignment to assess theknowledge of students who are newly admitted to special school. Here, the result shows that allteachers express that students with intellectual disabilities are difficult to assess because everythingdepends on the student's ability and form overall state. Our fourth resurge questions is about whichCurriculum Ideologies become visible. Here the result shows that a Learner centred Ideology isprominent in the teachers' responses. To some extent, teachers experience a conflict in theirassessment assignments, mainly in relation to the interpretation of the wording of the steeringdocuments. The study's results also showed that the teachers need to reflect on the assessmentassignment, here the special teacher can be ascribed an important role as a qualified interlocutor.

MPM / Oliver Tambo Institute of Governance and Policy Studies

The Master's Thesis addresses prevention of the burnout syndrome in regards to teachers at special needs primary schools. These teachers work with pupils with moderate to severe intellectual disabilities, multiple disabilities and autism spectrum disorders. The theoretical part of the paper deals with the causes, risk factors, and prevention possibilities of the burnout syndrome. It deals with the burnout syndrome as a general phenomenon which affects the entire population. It furthermore addresses the risk of a burnout in teachers and the risk-factor specifics of this group. Furthermore, it outlines the specifics of education at primary schools for pupils with special needs. This part provides needed foundation for the actual research. The practical part of the thesis contains an analysis of a research conducted at a specific primary special school. For the research, I used the qualitative design method in the form of interviews. The interviews were conducted with five teachers and the director of the Kindergarten and Primary Special School Diakonie ČCE. The aim of the research was to collect data regarding the risk factors and experiences with prevention of a burnout, that from the individual standpoints of the teachers' approaches as well as from the perspective of the management of the school....