AbstractThere is a lot of confusion when it comes to defining Special Education. An example of this appears here by a statement from Assarson (2007) "Special Education initiates a special pedagogy, but contains no innate sense of what is the special component in it" (p. 52, authors? translation). This study is an attempt to clarify the elements of the concept.

AbstractThere is a lot of confusion when it comes to defining Special Education. An example of this appears here by a statement from Assarson (2007) "Special Education initiates a special pedagogy, but contains no innate sense of what is the special component in it" (p. 52, authors? translation). This study is an attempt to clarify the elements of the concept.

This study deals with play and the importance of meaning of play in the learning process. The aim is to look in to and analyze four preschool teacher´s beliefs and views about the importance of play for children´s learning and development. The study looks at two different preschools, one based on Reggio Emilia- and the other on Montessori- pedagogy, and the aim is to compare the different views and ways of working that the preschool educators have.The theoretical basis for this study is both rooted in a socio-cultural and constructivist perspective, and deals with the relationships between theoretical concepts mean as play, learning, way of working and Pedagogy.The study is based on qualitative research methods that consist of interviews and participant observations. The person?s participants in the study consisted of four active preschool educators, who work in two different preschools.The results of the investigation show that the educators have similar views on the importance of play for the children´s learning process, and this also applies to their way of working.

The topic of this essay is core value issues, how they are mediated in school and how they are practiced. I am investigating a problem concerning the existential worth of the core values-content for children, or in other words, the difficulty of reconciling the theory of the core values and their practice. This problem is portrayed by two stories. The aim of this work is to investigate how to combine the core values theory with its practice, in other words, make it meaningful. In my essay, I turn to recent research in the field to provide a background to my issue, and hereby further point to my problem.

Today there is a large consensus about the importance of Swedish schools providingconditions enabling students to develop the ability to manage and learn through information technologies (IT). The goal of this study was to describe and examine how national education goals for the use of IT transformed into municipal IT-strategies for the school. A content analysis was conducted of thirty-eight municipal IT-strategies collected from Swedish municipal websites on the Internet. The content in the municipal IT-strategies was compared with the content in both the Swedish education act and the national curriculum. The results showed that the content in the Swedish education act and the national curriculum in fact was translated into municipal IT strategies, but that the range of strategies concerning technology, pedagogy and content in relation to IT was broad.

The purpose of this essay is to find out how two schools work with newly arrived children and to see how they differ. There is a lack of national directives for those who work with newly arrived children and teenagers; this makes the introduction very different between schools.The study is qualitative, based on interviews with four teachers in two different compulsory schools. One school is situated in a suburb of Stockholm and the other one is situated in a minor community in Dalarna. One schools got a preparatory class for newly immigrated pupils and the other school doesn?t.The theoretical frame that I have chosen to analyse these interviews are literature and research on Bilingualism, Children with PTSD, Intercultural Pedagogy and Special PedagogyMy results also show that these schools work very differently, and that there is very little co-operation within the school and with the units around the school, regarding these children.

This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural Pedagogy.My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils? possibility to a shorter time of introduction to the compulsory school..

The main purpose of this study is to view the aims of the local authority of Botkyrka for their prehistoric village, and to compare those with the actual activities in the village.Because of no official formulated aims, the study were laboured through interviews, observations, analysis of evaluations and a parallell literature study.For the visiting pupils today, the village has an introduction, but not a follow-up. Pedagogically the follow-up is the most important part, seeing that it?s there the knowledge is created in relation to the experience.Through experience-pedagogy, based on learning by doing, try to attain an experience intended to generate knowledge. But in this case, the focus lands on doing, and the reflection fails to occur. This is a learning based on the situation, rather than on the reflection, situated learning..

Syftet med detta examensarbete var att undersöka användandet av drama som pedagogiskt verktyg i gymnasieskolans undervisning och elevers attityder till det. För att ta reda på detta användes en enkätundersökning bestående av kvalitativa och kvantitativa frågor på en gymnasieskola i Mellansverige. Resultatet från undersökningen visar att drama som pedagogiskt verktyg upplevs ha flera olika effekter för eleverna, både pedagogiskt som individuellt. Slutsatsen är således att drama inte bara är ett verktyg förbehållet läraren för att skapa en lustfylld undervisning utan drama är också ett betydelsefullt redskap som elever kan använda för sin sociala och emotionella utveckling..

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students? and parents? experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties.

The purpose of this essay is to find out how two schools work with newly arrived children and to see how they differ. There is a lack of national directives for those who work with newly arrived children and teenagers; this makes the introduction very different between schools.The study is qualitative, based on interviews with four teachers in two different compulsory schools. One school is situated in a suburb of Stockholm and the other one is situated in a minor community in Dalarna. One schools got a preparatory class for newly immigrated pupils and the other school doesn?t.The theoretical frame that I have chosen to analyse these interviews are literature and research on Bilingualism, Children with PTSD, Intercultural Pedagogy and Special PedagogyMy results also show that these schools work very differently, and that there is very little co-operation within the school and with the units around the school, regarding these children.

In this thesis the pragmatic pedagogy as formulatad by John Dewey is applied to theswedish national campaign Digidel and its work to spread the digital participation among thegeneral public. The purpose of the thesis is to visualize and problematize that differentunderstandings of a problem, lead to different solutions, as lifted in John Dewey´s pedagogy, thatconstitutes the thesis' theoretical framework. The term digital participation is used by the Digidelcampaign, where public libraries take active part to spread digital participation througheducational efforts. By qualitative interviews with four librarians this thesis examines howunderstandings of the term may vary and in turn lead to differenent educational goals, designsand executions. The result shows that basic computer- and Internetskills are seen as either equelto or prerequisites for digital participation and that the digital participant is seen as either apassive recipient or an active participant.

It is a well-known fact that children with ADHD are hyperactive and have a hard time concentrating; therefore it is of interest to examine how teachers deal with this fact. This study expands the understanding of how teachers work with children who has ADHD; the main purpose of this study has been to examine how teachers view students with ADHD and how they work to include these students in the classroom environment.  special pedagogy has been used to analyze the results. The results are based on four interviews in two schools in south of Stockholm with teachers who work in classes that contain children in the third grade, some of the children have been diagnosed with ADHD and some only have strong characteristics for the functional limitation. Findings suggest that teachers? use structure, planning and the modification of students? individual needs to make them included in the classroom education.

The purpose of this study is to highlight play and learning in the lower school ages in organized and non-organized break actives. The premise is that the break is a part of the schoolday and that the school has responsibility to live up to the goals and guidelines of the curriculum even in recess. Leisuretime-pedagogy and the professional competence the pedagogs possess about games and the social relations of children are also in focus in this study. The study is a qualitative study where the empirical material consists of observations in a schoolyard environment during one week and interviews with children. The material has then been interpreted and analyzed using Lev S.

This is an empirical study based on Physical Education and health (PE) teachers' experiences and builds on, for the study, significant literature. The study is about PE teachers? consideration of gender in the assessment as well as in the selection of lesson content. Semi-structured interviews were employed as method for the data collecting process. Four teachers were interviewed, teachers of PE in elementary and upper secondary school with varied length of professional experience and ages.