According to both national and international political regulations, the school should as far as it is possible include students with special needs in regular education. However, when implementing these political intentions regarding an including school environment, problems often arise. The aim of this studie has been to investigate the opinions of teachers and students when it comes to inclusive education in mathematics. The study has partly been based on interviews with students with special needs in mathematics. These students were included in regular mathematics groups. It has also partly been based on interviews with the teachers of these groups. To analyze the results, a phenomenographic approach has been used. By using this approach, it is the students and teachers’opinions that have been studied and the result is being presented in different categories of opinions.The result was many varying opinions regarding inclusive education and it thus showed how complex the work with students with special needs is. The teachers in the study had for example different opinions about what an inclusive approach to education is. The result showed various opinions among students and teachers about what possibilities and obstacles an inclusive approach to education has when it comes to how the students’ learning process.

The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

The experiences of students with special needs attending regular schools, their involvement and achievement within their school setting, and the theoretical underpinnings directing and determining what is best practice and delivery of effective education, have been an area of on-going change and development over the last 30 years. Teaching and learning processes involved in the effective pedagogical practice of special education have been consistently evolving, providing schools with developing options to enhance effective education practice for all students regardless of any academic, social and/or physical differences and subsequent needs. This study researches the experiences of students defined as having an intellectual disability who attend “Aprender”, a special program catering to the students’ special needs within the framework of a regular school setting. These students are eligible to attend a special school due to their individual circumstances, yet they have chosen to attend a regular Catholic school. The study examines the experiences of the students as they participate in the program, by documenting their voice through their school journeys within the social, locational and academic inclusive participation as members of their school community. The research consisted of a longitudinal case study and methods used included interviews, observations, field notes and surveys. The study findings identify the value of relationships as a key element determining the success of inclusive practice within the Aprender program, in particular the peer relations that existed between the participants, their teachers and other students. The study also identified the theme of development, with strong emphasis placed on the examination of academic, social and emotional growth within the experiences of the students. The study illustrates the difficulties that the students with special needs encounter in their educational setting, in particular the social and academic challenges that affects their inclusion. These experiences contributed to determining the success of the approaches structured to support the students’ inclusion in the program. The study found that the program was largely successful in its aims to include SWSN in a regular school setting, though some aspects of a holistic inclusion were less successful, and offers recommendations for further improvement.

This is a qualitative study whit purpose of showing how teachers work whit students in need of special support in school. The purpose has been to study what teachers mean whit special aid, and if the support is individually adapted for each students needs. I have trougt interviews, observations and examinations of diverse documents found paradoxes where teachers and the scool leaders claim that they work whit the integration of all the students at school, while the teality shows a different picture. I have found a clear segregation of students, where they have on repeated occasions had to leave the classroom to receive tuition. The school stuff has a wide iiew of wich students are included in the term "students in need of special tuition". The interviews also show that it is often students who have an action plan in place who are included in the target group. The action plan is to clarify the difficulties and in lighten the measures to facilitate the student´s situation at school. The goal is that all students can fulfill their educational needs in a satisfactory manner. The educationists emphaize that is not only about the lack of knowledge that shows the need of special assistance. Many time it is the students whit social and emotional difficulties who need extra support occasionally, or sometimes longer periods. One group of students that all the teachers agree need help are those with reading and writing problems. Studies show that students do not need to be diagnosed to receive extra help. Teachers recognize the need of individual assessment of very individual case, so all students can receive the support they are entitled to. The teachers aim is to satisy the needs for special support for those students who need it as quickly as possible. There are no particular directives as to how those specific should be, that judgment should be made by the teacher in the class.

Pasitaiko nemažai atvejų, kai mokiniai ir jų tėvai neigiamai žiūri į mokinius, turinčius specialiųjų ugdymo poreikių. Tikslas – ištirti mokinių, jų tėvų požiūrį į neįgalius mokinius ir atskleisti aplinkos įtaką, formuojant šį požiūrį. Tyrimo uždaviniai: 1. Išnagrinėti Lietuvos švietimo dokumentuose ir pedagoginėje literatūroje deklaruojamą požiūrį į specialiųjų poreikių mokinius. 2. Atskleisti bendrojo lavinimo mokyklos pradinių klasių vadovėlių ugdymo turinio ypatumus, formuojančius mokinių požiūrį į vaikus su negalia. 3. Ištirti tėvų ir bendraamžių požiūrį į vaikus, turinčius specialiųjų ugdymosi poreikių. Tyrime dalyvavo 90 respondentų – mokinių ir 83 tėvai. Vadovėlių analize buvo siekiama sužinoti, kaip moksleiviai yra mokomi pažinti raidos sutrikimų turinčius žmones, kokia informacija apie tokius žmones perduodama. Išanalizavus pradinių klasių vadovėlius, rasta net 93 tekstai, kuriuose paminėti įvairūs susirgimai ar sutrikimai. Mokiniai dažniau pasirinktų aklą, kurčiąir nevaikštantį nei protinę negalią turintį draugą. Dauguma – 56,8 proc. respondentų teigia, kad nemoka su neįgaliaisiais ar ligoniais bendrauti. 51,8 proc. tėvų norėtų, kad jų vaikas draugautų su judėjimo negalią turinčiu bendraamžiu. 8,4 proc. leistų savo vaikui draugauti su turinčiu protinę negalią. Trečdalis apklausoje dalyvavusių tėvų neatsakė į šį klausimą. Išvados 1. Tėvų ir jų vaikų apklausos rezultatai parodo, kad požiūris į neįgalius vaikus sutampa. Mažiausiai stigmatizuojami nevaikščiojantys... [toliau žr. visą tekstą] / There are quite frequent cases, when schoolchildren and their parents have negative attitude towards schoolmates having special needs in education. The aim is to inquire the schoolchildren’s and their parent’s attitude towards contemporaries, having special needs. Objects of the research: 1. To analise the influence of the surroundings and contemporaries to the formation of the personality. 2. To investigate, what students and their parents think about disabled their children’s contemporaries. 3. To analise and reveal the peculiarities of educational content in primary schools which form pupil’s attitude towards disabled children. The basis of research: 173 respondents from schools in Prienai and Trakai districts. Theoretical and practical importance of the research. It is not only the intelligence of a person is formed at schools but also sensibility, imagination, values and attitude. Children with special needs, as well as their contemporaries, have wants in communication, appreciation and safety. That is why social integration, i.e. the development of normal social rapport between a child and his/ her contemporaries, is especially important. The information about disabled given at schools can be either of positive or negative complexions. Through analysis of the textbooks it was sought to learn how schoolchildren are trained to acknowledge people with development problems and what information about these people was given. After analysis even 93 texts with various diseases... [to full text]

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abstract: The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2019

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Särskolan har funnits i Sverige sedan mitten av 1950-talet, men som en egen skolform parallellt med grundskolan och med egen läroplan, är grundsärskolan relativt ung. Dock har dess verksamhet präglats av att inte vara tillräckligt kunskapsutmanande och anses istället anammat ett mer omsorgs fokuserat uppdrag. Oavsett skolform finns det alltid en rektor knuten till skolan, uppdraget som rektor innebär ett stort ansvar där ledarskapet är centralt. I grundsärskolan är det rektorn som bär huvudansvaret för att bedriva och ekonomiskt möjliggöra undervisning för elever med funktionsvariation samt vara chef över skolans anställda.    Denna studie undersöker några rektorers perspektiv av grundsärskolan som skolform. Hur upplever och hur ser rektorerna på undervisning för elever med funktionsvariation. Studiens empiriska del visar resultat från en kvalitativ intervjuundersökning av sex rektorer. Studien visar att rektorerna är eniga om mycket, men att det finns vissa upplevelser som sticker ut. Resultaten redovisas i form av fem teman; specialpedagogik, kompetens, undervisning, assistentens roll och utveckling. Intervjuerna gav en förståelse för hur rektorerna upplevde grundsärskolan och bidrog till en insikt om hur dess undervisning ter sig inom skolvärlden samt hur komplex grundsärskolan är.

This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special teacher. I have taking purpose of the sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching. I have investigated in four interviews, two of them were with a teacher and a special aids teacher, and two of them were students with special needs. I wanted to compare the teachers answer with the student’s answer about participation and including of student with special needs. I also did observations to see how the students with special needs where participation and including in the teaching. In my result I was found that both of the two students with special needs can feel participation and including through the dialogue in the teaching and in the class, even though they go to the special aid teacher for a while every day. I also found out in my study that students with special needs want to go to the special aid teacher because it is calm there but one of them also wanted to have the special teaching in the classroom instead, so he/she can work where her/his friends are.