In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with Dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with Dyslexia/reading- and writing difficulties that affects the student?s grades and results.The study is concentrating on three schools in one community and students with Dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with Dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities.

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing difficulties, Dyslexia or language difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

Many researches have been done about the difficulties in teaching children with disabilities and like in this case Dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with Dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression ?school for all? and it?s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94.

Dyslexia is a disability faced by an extensive amount of students in the current educational system. No medical alternatives have been found to improve the cognitive processing challenges presented with Dyslexia. Therefore today?s educators are required to make instructional adjustments in their schooling, to ensure dyslexic students an academic future. The purpose of this qualitative study was, firstly, to discover how teachers work with dyslexic students, and secondly, to find out which practices are being used in this field.

It is very important to gain knowledge and better understanding for people with Dyslexia in other words people with reading and writing difficulties. I have therefore chosen to learn more about this subject. In my study, I have focused on adult people with Dyslexia.This study is about four student teachers different experiences of Dyslexia during their studies. The aim is to find out how the student teachers diagnosis has affected their education situations of these areas; the need for help, environmental significance, management of the different reading and writing tasks in their education and the advantages they believe there is in their future work as teachers.As a research method I have used qualitative research and qualitative interviews. The participants in this study are four female persons in the ages of 23 to 25 years old.The results showed that the need for assistive help devices varied because of the student teachers different experiences.

According to some researchers, dyscalculia is at least as prevalent as Dyslexia. Somewhere between 3.6-6 % of all pupils have specific mathematics difficulties named Dyslexia. If this be true, it should present the most complex special education predicament by far in schools today. Despite the statistics, dyscalculia is still a rather unknown concept.The cause of dyscalculia is not yet fully analyzed. There are several theories and many researchers see similarities between dyscalculia and the special educational problem of reading and writing, Dyslexia.

This study aims to examine the regard paid to the use of Assistive Technology (AT) when assessing the knowledge of Year 9 pupils with Dyslexia in the subject Swedish. A starting point was to examine the knowledge of a group of teachers in the areas of Dyslexia and AT. The issues then developed as to which AT a dyslexic pupil is allowed to use in an assessment situation and how the use of these tools affects the assessment. There was an examination of the guidelines that the teacher group can use as support when assessing the knowledge of dyslexic pupils on the basis of AT. The method used was qualitative semi-structured interviews.

The aim of this Masters thesis is to examine the accessibility in public libraries for persons with Dyslexia and visually impaired persons. In order to do this, library services, information and attitudes have been studied. Data have been collected through interviews and studies of documents, in particular guidelines for library service to disabled persons. The theoretical starting point of the analysis is Professor Michael Bucklands different aspects of access to information. He discusses six types of barriers that must be overcome if access is to be achieved.

The purpose of this study has been to investigate how individuals with reading- and writing disabilities and Dyslexia handle their information need in the workplace. The method that has been used is a qualitative study made with interviews with individuals who have these problems, to see how they think and feel about the flow of information on their everyday basis. The study?s respondents are working women between the ages of 27 and 47 years old and they have reading- and writing disabilities and Dyslexia. The most interesting results of this study are that the respondents are avoiding jobs where they need to read and write much and where they also do not like changes in their job situation.

The purpose of this thesis is to contribute to the understanding of the work of school librarians with pupils with Dyslexia. In addition, the study investigates the cooperation between school librarians and pedagogues concerning the pupils with Dyslexia. The two theoretical points of departure are: theory of profession and a model of cooperation built upon Louise Limberg?s and Lena Folkesson?s three categories of librarians? experiences of cooperation with teachers. Qualitative semi- structured interviews with eight qualified librarians constitute the empirical material.

AbstractThe purpose of this paper is to investigate to what extent LS ? a standard screening test for Dyslexia ?is also relevant for the purpose of finding second language students with Dyslexia. Starting with an overview of recent studies in the field, I have analyzed texts from parts of the chosen material. After a brief presentation of the test, I have presented it from a second language point of view. Furthermore, I have analyzed the way in which the test measures phonological awareness, lexical accessibility and correctness in language.

AbstractThe purpose of this paper is to investigate to what extent LS ? a standard screening test for Dyslexia ?is also relevant for the purpose of finding second language students with Dyslexia. Starting with an overview of recent studies in the field, I have analyzed texts from parts of the chosen material. After a brief presentation of the test, I have presented it from a second language point of view. Furthermore, I have analyzed the way in which the test measures phonological awareness, lexical accessibility and correctness in language.

Purpose: my aim was to explore ways that teachers can support students with Dyslexia and what/ which tools some teachers / special education teachers use to facilitate students.Method: I used a quantitative method by interviewing some regular teachers and special education teachersResults: In my study, I learned how some teachers can support students by reading loud to them; a main task for the teachers could be to create the love of reading for the students. That task was reinforced by students' self-image..

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing difficulties, Dyslexia or language difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or Dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with Dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.