Studies have shown a concerning and disproportionate amount of treatment failure and premature termination in youth populations. Routine measurement feedback has been proposed as a means to prevent treatment failure and premature termination for adults and may also improve youth mental health services. However, studies examining helpfulness of measurement feedback systems in youth populations have demonstrated a lack of effects more likely due to poor measurement implementation than to the measurement feedback system itself. Because contexts within the service settings are such crucial factors in whether an innovation is successfully implemented, examining barriers and facilitators in said contexts is a necessary step towards improving implementation for the ultimate purpose of improving youth mental health services. The present study explored barriers and facilitators to the implementation of the Youth Outcome Questionnaire (Y-OQ) and Treatment Support Measure (TSM) in youth routine clinical care. Thirteen staff of varying job titles, experiences, education and opinions towards measures were interviewed using consensual qualitative research (CQR) methods. Results were similar to previous studies, indicating multilevel barriers and facilitators to measurement implementation such as at the organization, staff, client and measure level. Using CQR data analysis, domains, categories and subcategories along with level of frequency are displayed and discussed in further detail. In addition to barriers and facilitators, interviewees provided recommendations for how to improve implementation of measures within their organization. Researchers provide recommendations of continued communication, re-assessment of barriers and facilitators over time and shared responsibility between stakeholders and professionals invested in improving youth mental health services.

The thesis deals with education of pupils with hearing impairment in elementary schools, specifically in the South Bohemian region. It focuses in particular on their inclusive education. In its chapters, the thesis describes individual structures of the hearing analyzer, characterizes the degrees of hearing impairment and classifies persons with hearing impairment into specific categories. The main part of the thesis is a chapter focusing on education of hearing impaired pupils. It deals not only with education in the system of special schools, but concentrates primarily on their study within mainstream education. For this system of education, it is important to identify correctly a support measure, the levels of which are key to ensuring appropriate support for individual pupils. The aim of the work was to map the course of inclusive education of pupils with hearing impairment at elementary schools in the South Bohemian region. The objective was to assess the negatives and positives of inclusion and the impact of hearing impairment on the communication and social abilities of these pupils. During data collection, the methods of interview, observation and questionnaire survey were used, and participants of the research included parents and teaching staff educating pupils with hearing impairment....

Diploma thesis The profession of assistant teacher at the first level of elementary school with his own perspective, deals with the teacher's assistants in terms of motivation, which the actors led to the profession, in terms of demands for this profession, cooperation with teachers, pupils and their parents. The thesis also examines the position / role of teacher assistant at school and looks at the self-perceptions of the actors themselves. The thesis is divided into two parts, ie the theoretical part and the practical part. In the practical part are presented the results of analysis of interviews with teachers' assistants. In the theoretical part, the reader is first acquainted with the trend of inclusive education, the division of pupils with special educational needs and the provision of support measures, including the profession of teacher assistant. Furthermore, the reader is acquainted with the theoretical anchoring of the profession of teacher assistant, the creation and development of this profession. Furthermore, the text discusses the identity and professional identity of the actors and about the professional qualifications and personal prerequisites necessary for the profession. In the text, for a better theoretical grasp of the profession, it is necessary to summarize several Czech...

In Swedish schools, students have a statutory right to support if the need arises. According to The Education Act, the workflow with support measures can briefly be described as: if needs are noticed, then support measures in the form of additional adjustments must be made. If the additional adjustments are insufficient, the investigation of the needs for special support must be initiated, which may result in the establishment of an action program, that regularly must be followed up and evaluated. Between an external and an internal boundary that is between the Education Act and the school culture a so called Scope for Action (frirum) can be found, according to Berg (2003). Schools’ actor-preparedness (aktörsberedskap), that is prerequisites, affect how the Education Act according to the workflow with support measures is interpreted and put into practice. The purpose of this study is therefore to identify and examine the Scope for Action when it comes to workflow regarding support measures. To do this the perspectives of SENCOs (Special Educational Needs Coordinator) in Upper Secondary Schools will be collected through interviews. Berg’s (2003) Scope for Action Model (frirumsmodell) will be applied and used as a tool for interpretation and explanation of these interviews. Additionally, in the search for and interpretation of ‘frirummet’ Wall’s (2018) study of the Education Act from an administrative law perspective is used. The inquiries are therefore what the workflow in terms of support measures looks like from a special educator’s perspective, what characteristics and consequences of ‘frirummet’ that can be identified and what characterizes the actor-preparedness. The results point to a number of ways of utilizing the scope for Action, for example when it comes to acknowledge and identify needs, define and use of concepts, documentation practice and workflow according to support measures. In the structures and routines described by the SENCOs, expressions of Berg's (2003) actor-preparedness can be discerned to varying degrees. At the same time as the SENCOs' descriptions in many ways point to an aspiration for interprofessional collaboration and collective autonomy, there are also clear traces of specialization and individual autonomy. The question is whether the variation is due to possible ambiguity with associated interpretive space in the Education Act or to the schools actor-preparedness where resources could be a part. The results however show that how The Education Act is set to practice varies not only depending on how detailed the law is but also depending on local interpretations, conditions and decisions. The question of legal certainty therefore arises.