This exam essay will look at Dyslexia, dyscalculia and the connections that may exist between these two phenomena. My purpose, from the beginning, was to investigate if there might be any connections between Dyslexia and dyscalculia, or if the consequences that appear as a result of Dyslexia, might lead to problems and difficulties in mathematics.   I found it very hard to find literature that deal with dyscalculia, both as a subject of its own and together with Dyslexia. Therefore, I was more or less forced to focus on difficulties in mathematics as a result from Dyslexia.   From what I have found, Dyslexia and dyscalculia cannot be connected, at least not without more research on the subject. Two consequences; an impaired short-term memory and also an impaired spatial ability are both common, both for persons with Dyslexia and for persons with dyscalculia. Other than these, there are no connections, apart from the difficulties in mathematics that are directly, or indirectly, caused by Dyslexia..

This work concerns children with reading- and writing difficulties/Dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/Dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/Dyslexia?Which subjects are affected by reading- and writing difficulties/Dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/Dyslexia is one of our most common disabilities.

The purpose of this study is to investigate if the class teachers believe that their education has given them enough knowledge about Dyslexia in order to succeed a successful education for these pupils. It will present what four class teachers and two special education teachers has answered what they know about Dyslexia. The study aims to find out if class teachers believe that they have enough knowledge to determine whether a pupil has Dyslexia. If they have knowledge of appropriate methods and if they know how to prevent that pupils fall behind in their literacy and also what factors they believes makes it problematic to implement a literacy for these pupils. I propose the following questions:Do the class teachers consider that their education has given them sufficient knowledge of Dyslexia and its characteristics?What methods does the class teachers and special education teachers considers as useful for pupils with Dyslexia?What does the class teachers consider can prevent that pupils with Dyslexia fall behind in their reading and writing skills?What factors consider class teachers and special education teachers is problematic to to succeed a reading and writing education for pupils with Dyslexia?This study is based on a qualitative method and my theoretical approach is based on Høien and Lundberg established view of what Dyslexia is.

Dyslexia is a functional problem, affecting the ability to read and write. As future teachers, we will meet students with Dyslexia. The purpose with this exam study has therefore been to describe Dyslexia and its causes. Another purpose was to find out ? from the perspective of a teacher ? what experienced teachers know about the problem and how they in practical work can enhance the learning process for students with Dyslexia, both individually and in class.

The aim of the study was to study the phenomenon of Dyslexia on the basis of a literature study. I did a thorough exposition of what Dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with Dyslexia? and What learning styles are there for people with Dyslexia? I have taken part of testimonies that are to be found about how it is to live with Dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used.

The purpose of this study is to investigate teachers? efforts to teach students with Dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:- How can teachers facilitate the learning process for students with Dyslexia?- Are pupils with Dyslexia included in the teachers? education in the classroom?- How do the other pupils integrate with the Dyslexia pupils in the classroom?- How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with Dyslexia?- How do you practice when to assess and rate the students with Dyslexia?The method used in this paper is a combination of participant observation and interviews with two teachers and their classes.

AbstractThe purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/Dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school?s duties towards pupils in need of special support.The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.I came to the conclusion that today?s schools have changed to the better for the pupils with difficulties.

This essay contains explanations of what Dyslexia is. It has concreate suggestions of how to plan and how to work with students with dysfunction. The focus on previous studies in the field of Dyslexia is narrowed down to generally Swedish studies..

AbstractThis act is about how five children with Dyslexia consider and understands their diagnosis. It is also about their self-image, future sights and about how their school life is compared with before they got their diagnosis. The study is implemented autumn 2011 on a medium-sized school in central Sweden. The survey was implemented through interviews with the five children, of which four was girls and one was a boy. The study shows that the children understand their Dyslexia relatively well, but that they experience that it is bothersome to live with Dyslexia.

The aim of this master thesis is to explore what role libraries play in the educational process for university students suffering from Dyslexia. The question at issue is whether the library is able to meet the needs of students who have difficulty in using the libraries main resource, i.e. printed documents and information in written form. An often expressed view indicates that the modern library creates a lot of obstacles for dyslectic students. The method used is a literature study followed by an empirical study in which interviews were conducted with four students suffering from Dyslexia and studying at two different universities and using different libraries.

The purpose of this paper is to find out if technology within pedagogy can help pupils with Dyslexiaperform on the same level as their peers without using compensatory aid. Is it possible to replacethe compensatory aids with the technology in question? Can the same technology also be used tosupport other pupils as well and in turn removing the stigma of needing compensatory aid?To learn the answers to these questions I have done a qualitative text analysis. This analysis focuson technology in the form of podcasts and Web 2.0 based teaching platforms. The analysis alsofocus on pupils with Dyslexia and what kind of help compensatory aids can be.

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.

AbstractThe ability to read and write is a very important skill in today?s information based society. Most of us learn how to read and write, but not everyone is blessed to do this without struggle. Dyslexia is a very common learning disability and therefore I found it interesting to study how teachers teach students with Dyslexia.By studying the literature and by interviewing teachers, I found that Dyslexia is a very complex disability. The teachers have to adapt their way of teaching in a way that a student with Dyslexia can participate.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / Dyslexia. The empirical study was intended to answer the question based on three questions.The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / Dyslexia in each class. Half of the teachers feel that students with Dyslexia may be different as they are quiet, unsecure and shy.

AbstractThis act is about how five children with Dyslexia consider and understands their diagnosis. It is also about their self-image, future sights and about how their school life is compared with before they got their diagnosis. The study is implemented autumn 2011 on a medium-sized school in central Sweden. The survey was implemented through interviews with the five children, of which four was girls and one was a boy. The study shows that the children understand their Dyslexia relatively well, but that they experience that it is bothersome to live with Dyslexia.