The aim was to examine writing ability and some of its underlyingfunctions in adults with intellectual or communicative disabilities at dailyactivity centres by comparisons with children and adults without disabilities.66 adults with intellectual or communicative disabilities, 39 children and 14adults without disabilities were included. The following tests/tasks wereexecuted: Test for Reception of Grammar-2, graphomotor task, nonwordrepetition, Rapid Automatized Naming and Writing elicited by pictures. Thepicture elicited narratives were examined regarding length, spelling,syntactic complexity, interpunctuation, content and general impression. Theresults demonstrated that adults at daily activity centres performed lowerscores than adults without disabilities. The group generally didn?t differ fromthe children, but they made a smaller proportion of phonologicallyacceptable misspellings and achieved lower scores on nonword repetitionand Rapid Automatized Naming, which could indicate limitations inphonological processing ability.

This present study is a result of a research that I made . My purpose is to find out how the debate about inclusion looked like back in the history. My research was about the view we had absolut inclusion in the history, I also made some interviewes among teachers and students in the schools of today. I wanted to se their views about inclusion today and I wanted to know their opinions about inclusion. Did the students and the teachers have prejudice against other students with functional disabilities as Down syndrom and blindness? What was their thoughts about inclusion of students with differents functional disabilities?One more task I had with this study I made was to raise another debate about inclusion .! Keywords: Inclusion and funtional disabilities.

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.

Syftet med följande arbete är att få en bild av hur fritidspedagoger och biträdande rektorer ser på möjligheten för barn med neuropsykiatriska funktionshinder att få stöd under sin vistelse på fritidshem. Metod Med den kvalitativa metoden ostrukturerade intervjuer, har jag samtalat med fritidspedagoger och biträdande rektorer om vilket stöd barn med neuropsykiatriska funktionshinder får på fritidshemmet samt vem som identifierar barn i behov av särskilt stöd. Resultat En sammanfattning av resultatet visar att rollosäkra fritidspedagoger med bristande kunskaper är ansvariga för att identifiera de barn och det stödbehov som finns. Detta behov kommuniceras till den biträdande rektorn, som inom de organisatoriska och ekonomiska ramarna, beslutar om eventuellt stöd till barnet och handledning till fritidspedagogen. Nyckelord: Barn i behov av särskilt stöd, fritidshem, neuropsykiatriska funktionshinder.

To read and understand are essential competences for everyone in our society; at the same time reading comprehension among Swedish pupils is on the decline. The Swedish school must therefore try to improve their instructions to increase the students' reading comprehension. The aim of the study was to describe how three reading comprehension strategies, if possible, could improve the reading comprehension for the students, including children with learning disabilities, when reading texts of natural science in a third-grade class. The three strategies that were introduced were: to activate prior knowledge, to structure information and to record contents. The questions of the study were: How are the three strategies introduced in the classroom? Can the children with learning disabilities see any benefits for their reading comprehension when working with the strategies? How do the children with learning disabilities experience working with the strategies? Can the teacher see any benefits when working with the strategies? Is it possible to see any differences among the students' results, before and after completed intervention? Method: The results have been collected through observations and qualitative interviews, which make this a qualitative study.

This study examined parenting in relation to ADHD. The key point of the study was to let parents who experience an ADHD diagnosis share their view on parenting. The research required a comprehensive literature search, partly to examine earlier research in the particular field but also to gather information on parenting. One focus group interview and three semi structured interviews were used to gather relevant information. Informants were recruited from a project for individuals with Neuropsychiatric disabilities.

This thesis studied which factors affect political participation among people with physical disabilities in Sweden.? The aim of the study was to test how Civic Voluntarism Model should explain the low political participation among people with physical disabilities in Sweden, through deep interviews.? Following research questions has been studied in the thesis:? How can the Civic Voluntarism Model, based on the time, communicative skills and economic resources, explain the low political participation of people with physical disabilities in Sweden??Which other factors, linked to accessibility, discrimination and legislation, are needed to further explain and understand the barriers to political engagement and participation for people with physical disabilities?? Results about treatment, clearer legislation, economic possibilities and inclusion was central. It became important to considered that where is differences in which capabilities where are to political participation. The CVM could partly explain the low political participation among people with physical disabilities. It needs to be complete with external factors; accessibility, discrimination and legalization, to make more inclusive explanations.? .

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.

In my composition, I have choosen to examine the question: What value does the diagnoses have for the teacher when it comes to organizing the work with children troubled by apprehensive disabilities?The method I used to examine my question was qualitative interview.The teachers? I have interviewed are either pre-schoolteachers or schoolteachers.Most of the teachers speak highly of using methods like Komet or SET in the work with the pupils troubled by deficits in their ability to concentrate.During my investigation, I have learned that the teachers think that methods like the above mentioned may help preventing some of the problems at school.Former research as well as the interviewed teachers are saying that rules and structure are very important when you are teaching children troubled by deficits in their ability to concentrate.The teachers are feeling just like me, a little bit insecure when it comes to the diagnoses and most of the time the diagnoses just confirm what the teacher already knows.My intention with this study was to aquire a deeper understanding of what it means to have concentration disabilities and to broaden my knowledge of what the teacher can do to ease the years at school for these children.Keywords: Concentration disabilities, teachers, diagnose, educational planning.

The aim of this study is to illuminate images and discourses, in which media describe people with disabilities. The purpose of the study will be fulfilled, by answering the following questions: Is it possible to discern categories of how people with disabilities are described in the media and is it possible to find associations to handicap models? We have chosen to focus on how media describe people with physical impairments and have made a content analyses of articles, based on the theoretic aim of this study, social constructionism, handicap models and earlier research. Underlying the analyses, are six articles from two Swedish news papers. The results of our research are divided in three categories: assumptions which are taken for granted, hidden meanings and contradicted categories.

Title: ?It´s so sensitive? - Persons in authority's arguments around those persons with disabilities chooses to become parents.Authors: Therese Andersson and Malene HelanderSupervisor: Magdalena DambergThe purpose with this paper is to describe and analyze how professionals act when people with disabilities chose to become parents. To achieve this purpose we have chosen to use a qualitative method with deliberation interviews. The interviews have been implemented with six different persons in authority who work in social welfare offices and as LSS - administrators.Ensured to our questions, (1) How does persons in authority do in the meeting with persons that has a disability and chooses to become parents? (2) Which possibilities respective difficulties see persons in authority within social service and LSS with parenthood where the parent has a disability? (3) What is done in order to facilitate the needs that are added when persons with disabilities chooses to become parents? we consider that they have been responded to.Through our empirical materials we can interpret and read out the replies that we searched for in connection with our survey.

The aim of this master?s thesis is to investigate a information center called ?Infoteket om funktionshinder?. The purpose of Infoteket is to collect information about disabilities and make it accessible to people with disabilities, their relatives and public. In this survey I will analyze how Infoteket can help people with disabilities to achieve empowerment. I use empowerment as a theoretical framework as Jay A.

The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one.The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems.In my study I have used qualitative research methods. I have used group interviews and observational studies.

This study examined parenting in relation to ADHD. The key point of the study was to let parents who experience an ADHD diagnosis share their view on parenting. The research required a comprehensive literature search, partly to examine earlier research in the particular field but also to gather information on parenting. One focus group interview and three semi structured interviews were used to gather relevant information. Informants were recruited from a project for individuals with Neuropsychiatric disabilities.

The purpose of our study was to identify and present experiences encountered by parents with a child with diagnosis. Those narratives are made open for the public. Data has been collected through ten interviews with parents having children with a diagnosis. These interviews have also been complemented by interviews with one child and one youth. The parents and the children who have been interviewed, all have their own stories and experiences of how it is to live with a diagnosis in the family and for all families there are different diagnosis.