Most studies on parenthood and learning Difficulties focus on mother and child, and very little is know about fathers with learning Difficulties. Moreover, people with learning Difficulties are rarely asked to tell their own narratives. The aim of the current study is to identify the role of the father in families where one or both of the parents have learning Difficulties. Laws and regulations concerning the rights of people with learning Difficulties in Sweden are accounted for and the he social support system for all parents in Sweden are described .The empirical study is a qualitative phenomenological interview study, inspired by narrative traditions, and describes how fathers with learning Difficulties experience these support systems. The main data are two life stories of fathers with learning Difficulties and one observation in a family.The findings suggest that although Sweden has a highly regarded disability policy and social support system, and even though fathers with learning Difficulties are assured equal rights as members of the society and as parents by the Act of Human Rights, they are not treated equal but still faces structural inequalities.

Most pupils learn good reading strategies during their first years at school. Pupils who don´t do that will have Difficulties understanding written data. As the pupils meet text filled with lots of data they will have Difficulties understanding the written text. International studies show that the rusults of Swedish pupils are dropping. This issue got me thinking: What help is given to those pupils with Difficulties so that their reading comprehension will increase? Are the teachers actively teaching reading comprehensions and in that case how and when? By observing two teahers of intermediate level, I wanted to find out how theachers help pupils with reading comprehension.

This paper is concerning students' with reading and writing Difficulties and dyslexia. This paper clarifies the difference between reading and writing Difficulties and dyslexia. The essay also gives an insight into dyslexia in an historical perspective. The purpose of the paper is to find out if teachers believe that students with a diagnosis of dyslexia may be more or different help than students with other reading and writing Difficulties. By answering this question, I conducted a survey study in two schools in two municipalities.

The purpose of my study is to contribute knowledge about how class teachers can work with students who are in mathematics Difficulties. The question at issues I have is: Which methods can class teachers in grades 1-3 use to help students with mathematics Difficulties? and Which obstacles and opportunities are there in this work? To get answers to my questions, I have read relevant literature and interviewed 3 class teachers in central Sweden. Through my interview I learned that education should include and build on concrete materials and methods. I also got to know that time is the biggest obstacle to helping students with mathematics Difficulties. Keywords: mathematics Difficulties, methods, obstacles, opportunities.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing Difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing Difficulties?What methods do they use for student´s with reading and writing Difficulties?What Difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing Difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

Abstract This examination work is about the role of physical activity for students with concentration Difficulties. The purpose of this work is to describe educators experiences of how students with concentration Difficulties are affected by physical and motor activity during school-time in primary school. In the work I assume from my questions that are: How do educators experience students with concentrations Difficulties? Do educators think physical and motor training during school-time matter for the students learning processes? How? Do students with concentration Difficulties have other possibilities than other students regarding physical and motor activity during school-time? I am using a qualitative interview method for answering my questions. The interviews are conducted in collaboration with three educators in a medium-sized Swedish F-6 school.

The purpose of this study was to, from the teacher's point of view; discover pupils with reading Difficulties in connection with text assignments in mathematics, the teacher's support for these students, if Difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading Difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher.The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading Difficulties and mathematics Difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing Difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing Difficulties?What methods do they use for student´s with reading and writing Difficulties?What Difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing Difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

The intention of this study is to compare Difficulties of Swedish pronunciation of five  second-language learners with Thai as mother tongue. Thereafter make a comparison with previous research in pronunciation Difficulties in people with the same primary language to see if the deviations are similar. I used both recorded material/recordings which I analyzed as well as experiences from pronunciation training that I observed at SFI. The pronunciation Difficulties were documented and entered in tables. The recordings consist of 25 Swedish words and a text performed by five informants. In my study, you can distinguish a pattern in my five informants pronunciation Difficulties complying with Bannert informants who also have Thai as primary language.

Since reading Difficulties is a growing problem in Society and a problem that hinders Children to take an active part in every day life, I wanted to investigate how the School Library can be an educational resource for students with reading Difficulties. Using qualitative interviews, I have gained insight into how three school librarians and two teachers work with Students with reading Difficulties at two different Schools.The Respondents feel that they have the Knowledge necessary to work with students with reading Difficulties, but Wish they had more Resources in terms of Time and Staff to help Students achieve School Goals even better. There are always new assistive technology for Students with Reading Difficulties, and an important part of the Educational work of the School Library, is to be informed of the Facilities available and how they work. I show, in my Research the importance of cooperation between school libraries and teachers to provide the students with reading Difficulties the love of reading and work to promote reading. It is important that the School Librarian is an integral part of the School's Team to take full advantage of every opportunity to help the Reading Impaired Students with Information and finding the right Reading Level.

The aim writing this essay is to understand and to explain Difficulties with communications during sign language interpreting at the Video Relay Service (VRS). Another aim is also to identify the necessery conditions for communications at the VRS and to investigate why Difficulties may arise in lack of these necessary conditions. The questions of this essay are: Which are the vital important Difficulties in communication at the VRS and why do these Difficulties arise?To answer these questions, four sign language interpreters working with the VRS, have been interviewed. These interviews constitute the empirical data of the essay.

Children with concentration Difficulties are to a great extent a problem in schools and therefore it becomes interesting to see how possibilities around these children can appear in pre-school. From a pre-school teacher?s perspective, the study aims to provide a deeper understanding of how outdoor education can influence children with concentration Difficulties. The method of the study is a qualitative research run-up with interviews that intends to describe pre-school teachers? views.

A pilot-study was used to investigate, types of assistance, assessed needs, outcomes and effects of special-needs assistance given to a subsample of compulsory school pupils in an effort to develop an evaluation strategy for identifying educational impacts of specific special-needs inputs.  Preliminary results indicate a tendency for postive outcomes for most pupils in the pilot group (n = 11) but also that many pupils have residual Difficulties.  Pupils with residual Difficulties mostly required special education asssitance with Maths, English or Swedish.  More pupils also needed support with behavioral Difficulties.  More research and an expanding knowledge base is required in order to effectively evaluate outcomes of teacher support.  Schools need help in devising different methods of assistance and particularly for pupils with behavioral Difficulties..

The purpose of this study is to explore how teachers in Sweden and Croatia work with children that have problems like ADHD and dyslexia in school. I have chosen to compare pedagogical methods between Swedish and Croatian teachers which are used in work with children with Difficulties when it comes to the education and teachers approach to these children. I have done a qualified study and have interviewed teachers in both Sweden and Croatia and one specialist in pedagogy in Croatia. I compared with these interviews information from earlier studies and literature. Results show that teachers in Sweden are of the opinion that every student who has these Difficulties is different and therefore the use a variation of pedagogical strategies is crucial.

This scientific essay is based on four self-perceived situations that all takes place in an outdoor environment. The children are aged seven to nine years. At least one of the children in the groups has some type of concentration Difficulties. I have combined my practical experience with literature and previous research regarding outdoor education and children with concentration Difficulties. Based on this I have tried to interpret and reflect on the opportunities and problems with outdoor education for children with concentration Difficulties, especially so called situational concentration Difficulties.