No description available.

No description available.

BACKGROUND:The extant squamates (>9400 known species of lizards and snakes) are one of the most diverse and conspicuous radiations of terrestrial vertebrates, but no studies have attempted to reconstruct a phylogeny for the group with large-scale taxon sampling. Such an estimate is invaluable for comparative evolutionary studies, and to address their classification. Here, we present the first large-scale phylogenetic estimate for Squamata.RESULTS:The estimated phylogeny contains 4161 species, representing all currently recognized families and subfamilies. The analysis is based on up to 12896 base pairs of sequence data per species (average = 2497 bp) from 12 genes, including seven nuclear loci (BDNF, c-mos, NT3, PDC, R35, RAG-1, and RAG-2), and five mitochondrial genes (12S, 16S, cytochrome b, ND2, and ND4). The tree provides important confirmation for recent estimates of higher-level squamate phylogeny based on molecular data (but with more limited taxon sampling), estimates that are very different from previous morphology-based hypotheses. The tree also includes many relationships that differ from previous molecular estimates and many that differ from traditional taxonomy.CONCLUSIONS:We present a new large-scale phylogeny of squamate reptiles that should be a valuable resource for future comparative studies. We also present a revised classification of squamates at the family and subfamily level to bring the taxonomy more in line with the new phylogenetic hypothesis. This classification includes new, resurrected, and modified subfamilies within gymnophthalmid and scincid lizards, and boid, colubrid, and lamprophiid snakes.

The aim of this paper was to study Swedish secondary school teachers’ thoughts on and experiences of support measures that do not fall under the categories defined in the Swedish Education Act. The existing defined support measures are constructed as adaptations forindividual students and therefore this study looked at support measures implemented on a group basis. Special focus was given to studying what type of support measures the teachers saw themselves implement, the reasoning behind their implementation, how they evaluated them and what conditions the teachers thought affected their ability to implement and evaluate them. Research data was gathered by conducting eight semi-structured interviews. Findings indicate a trend towards the teachers implementing instructional adaptations for entire student groups. The support measures tended to be implemented to meet the needs of several students in each class. The interviewed teachers’ evaluation of their support measures was for the most part undocumented, individual and informal, rarely employing their colleagues’ input. Lastly, the teachers generally considered time constraints to impact their work with adaptations negatively, and the support of colleagues to support them positively.

The purpose of this study is to investigate support measures that preschool teachers and special educators state that they could use, to include children with mild hearing impairment in preschool in a play pedagogical approach. To do this preschool teachers and special educators were provided with a case with questions which they gave answers to in written form. The aim of the study is achieved with the help of two research questions and a qualitative method where text analysis is chosen as the data collection method. In the analysis of the texts, a phenomenographic approach has been used. The answers the respondents gave have been problematized in the results discussion, where opportunities and challenges in the work with support measures to include children with mild hearing loss in a play pedagogical approach are analyzed as well.  The results of the study show that both special educators and preschool teachers believe that it is important with visual support measures and the type of pedagogical approach they use to include children with mild hearing loss in a play approach activities. The study's conclusion shows the importance of special educators and preschool teachers gaining the right skills to include children with mild hearing loss in a play pedagogical approach. They also describe that visual support is of great importance for children with mild hearing loss to feel included in the preschool's play approach activities. / Syftet med denna studie är att undersöka de stödinsatser som förskollärare och specialpedagoger uppger att de använder sig av för att inkludera barn med lindrig hörselnedsättning i förskolan i ett lekpedagogiskt arbetssätt. I undersökningen får förskollärare samt specialpedagoger ta del av ett Case med tillhörande diskussionsfrågor och besvara dem i skriftlig form.  Studiens syfte besvaras med hjälp av två forskningsfrågor och en kvalitativ metod där textanalys är vald som datasamlingsmetod. I analysen av texterna har ett fenomenografiskt tillvägagångssätt används. De svar respondenterna återger problematiseras i resultatdiskussionen, där analyseras även möjligheter och utmaningar i arbetet med stödinsatser för att inkludera barn med lindrig hörselnedsättning i ett lekpedagogiskt arbetssätt.  I studiens resultat visar det att både specialpedagoger och förskollärare anser att det är viktigt med visuella stödinsatser och vilket förhållningssätt de har för att inkludera barn med lindrig hörselnedsättning i ett lekpedagogiskt arbetssätt. Studiens slutsats visar vikten av att specialpedagoger och förskollärare får rätt kompetens för att inkludera barn med lindrig hörselnedsättning i ett lekpedagogiskt arbetssätt. De beskriver även att visuellt stöd har en stor betydelse för att barn med lindrig hörselnedsättning ska känna sig inkluderade i förskolans verksamhet.

Syftet med denna studie är att undersöka vilka uppfattningar som lärare, speciallärare och specialpedagoger har kring vilka stödåtgärder som prioriteras för elever med samtidig dyslexi och ADHD, komorbiditet. För att få tillgång till dessa lärarkategoriers uppfattningar genomfördes elva semi-strukturerade intervjuer. Resultatet som framkom var för det första att det inte fanns någon kunskap om begreppet komorbiditet och vad det innebär, och för det andra att alla informanter kunde erinra en elev som troligtvis haft denna kombination utan att skolan vetat om det. Det framkom även att ADHD är det som prioriteras när stödåtgärder sätts in, eftersom det är svårt att bedriva undervisning om eleven har stora koncentrationssvårigheter och/eller är utåtagerande. Stödåtgärder för dyslexi sätts oftast inte in förrän eleven kommit upp på mellanstadiet och blivit utredd för sin ADHD samt fått medicin som lugnat beteendet. Relation lyfts fram som mycket viktigt för att arbetet med eleven ska bli framgångsrikt. Kunskapen om vilka stödåtgärder som fungerar bäst varierar från stor kring ADHD, relativt stor kring dyslexi, till att vara i stort sett obefintlig kring den komorbida formen ADHD - dyslexi.

No description available.

This thesis deals with the topic of inclusion and perception of inclusive education by teachers at primary schools. The aim is to explore opinions, attitudes of teachers, their experience and experience in relation to inclusive education, which has been implemented in the Czech Republic since 1st September 2016. The theoretical part describes the history and current concept of inclusive education on the basis of school documents, so far elaborated expert studies and other specialised literature. The theoretical part also introduces pupils with special educational needs. There is also a chapter devoted to school assistants. The practical part introduces the description and evaluation of the research. The research is carried out by means of a qualitative survey approach, namely using the method of semi-structured interviews with teachers from the 1st and 2nd grade of primary schools. Subsequently, the content analysis of the data is used and the interviews are transcribed and analysed so that they can be evaluated and the results processed. Results are compared in steps. n the discussion there will be a comparison of my acquired knowledge and knowledge of Czech experts and also the influence of teachers having a special pedagogy degree working with pupils who have special educational needs. Finally, there is an interview with a teacher who works in a special school as a representative of a different view of inclusive education.

<p>The purpose of this degree project is to obtain a greater understanding of how the support for abused immigrant women is designed and if these measures respond to the women’s own wishes and needs. I also want to investigate the possible advantages and disadvantages, there are under the social ser­vi­ces and voluntary organizations (NGOs) and women themselves when it comes to spe­cific sup­port measures for immigrant women. On which basis have these support measures been designed and what experience or research starting points are based on? To what extent do they answer to women’s needs according to the staff, and to the women's own view?</p><p>The study is based on qualitative data consisting of five interviews and one case report of an abused woman. The participants I interviewed were three social workers from two different de­partments in Kristianstad administrations, one coordinator from the women’s support centre in Kristianstad and one pre-school teacher from the Family house Näsby in Kristianstad and one abused woman. To contextualize the information gathered, the normalization process by Eva Lundgren and stigma theory by Goffman have been used. The empirical material from my five semi-structured interviews and the case report has been analyzed on the basis of the normalization process and stigma theory, as well as literature and expert knowledge on abused immigrant women. Through this study I have come to the conclusion that the support measures to an abused immigrant women was based on her own needs. I have also noticed in my results that the professionals have different work procedures and different ways to refute abused immigrant women depending on their knowledge of other countries’ culture.</p><p> </p>

The purpose of this degree project is to obtain a greater understanding of how the support for abused immigrant women is designed and if these measures respond to the women’s own wishes and needs. I also want to investigate the possible advantages and disadvantages, there are under the social ser­vi­ces and voluntary organizations (NGOs) and women themselves when it comes to spe­cific sup­port measures for immigrant women. On which basis have these support measures been designed and what experience or research starting points are based on? To what extent do they answer to women’s needs according to the staff, and to the women's own view? The study is based on qualitative data consisting of five interviews and one case report of an abused woman. The participants I interviewed were three social workers from two different de­partments in Kristianstad administrations, one coordinator from the women’s support centre in Kristianstad and one pre-school teacher from the Family house Näsby in Kristianstad and one abused woman. To contextualize the information gathered, the normalization process by Eva Lundgren and stigma theory by Goffman have been used. The empirical material from my five semi-structured interviews and the case report has been analyzed on the basis of the normalization process and stigma theory, as well as literature and expert knowledge on abused immigrant women. Through this study I have come to the conclusion that the support measures to an abused immigrant women was based on her own needs. I have also noticed in my results that the professionals have different work procedures and different ways to refute abused immigrant women depending on their knowledge of other countries’ culture.