The aim with this paper is to examine the political background of the schools comission to integrate pupils with special needs in the public school. These following questions are examined: What political documents are the elementary? Which ones are juridically binding for the schools? What are the experiences for  parents of children with special needs in the school? The method used for this paper is mainly litterature-studies. The four documents which are examined are: skollagen, Läroplanen 94, FN:s barnkonvention och Salamancadeklarationen. The theoretical frame for this paper is political documents, curriculums and how schools concretize the special education.

Previous studies have shown that teachers in school are having an insufficientknowledge about the bullying at their own school. These studies are based from pupils point of view at the senior level of the nine-year compulsory school. Based on this literature we became critical and wanted to examine this closer.The purpose of this essay was to find out and to examine how the staff in two different senior level of compulsory school notice, prevent and counteract bullying in their daily line of work. With this essay we hope to get the schools attention and understanding about this existing problem. We have done a qualitative study using qualitative method for collection of data.

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils had difficulties with mathematics. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in Mathematics during my training to become a qualified teacher, I would like to get to know more about this.After studying research done on this subject I made the following approach to the problem:? What fields regarding Mathematics do the pupils themselves find most difficult?? What factors have been contributory causes to these problems?? What are the factors that have helped pupils with difficulties in Mathematics to reach the goals for the syllabuses in Mathematics?The answers to my questionnaire and interviews resulted in the following conclusions:? Pupils find theory of equation and conversion of units as most difficult at senior level of the nine-year compulsory school.? Teaching should be done in special instruction groups to give the pupil the opportunity to develop his/her skills on an individual level.? Pupils find it hard to deal with all moments in Mathematics during the time given for each course.? The pace for teaching Mathematics is too high according to the pupils.? Pupils wish for instructions on a lower level.? There is often a lack of contact between teacher and pupil.? The teacher should use more time to help the pupil receive good self-confidence and increase the motivation for instructions in Mathematics..

AbstractTitle: Is it easy to make the right decision? An essay about how the profiled senior level schools communicate with their future pupils and their parents. (Lätt att göra rätt val? En uppsats om den profilerade högstadieskolans kommunikation med blivande elever och deras föräldrar.)Author: Erika CassmanAim: My hypothesis is that parental influence is higher when the students are going to a detached school than when the students are going to a school with a profiled program because in the profiled program they are going to study a course that they love and is chosen by themselves. The aim of this essay is therefore to find out if this thesis is right or wrong.

AbstractThe purpose of my study is to find out how students who are going to special school feel about going to that type of school compared to going to the regular school. I also want to know what they know about integration and a school for all, if they even know about the research that has been done and still is being done. I chose to interview two students to find out what they think about the subject. The two students go to different programs of special school in high school. I chose the method of interviewing because I wanted to get a vivid conversation and to be able to do follow-up questions.

From autumn 2008 Sweden has reinstalled the Special Education Needs teacher education. For future special education teachers and active teachers in the field, it is important to know the history and be aware of future visions to create a good role for the Special Education Needs teachers. This study examines attitudes towards special education and Special Education Needs teachers amongst school principals and classroom teachers at seven schools in Umeå municipality. School principals were interviewed, and a survey was handed out amongst the selected General Education teachers. From this it appears that school principals have a picture of special needs education and Special Education Needs teachers' work that corresponds well with the objectives of the school's governing documents.

AbstractThe signification of the eyesight for children?s development and learning- how do pedagogues support and stimulate children with defective vision in their development and learning in pre-school?These issues are based on my purpose of the field survey investigations, where I have interviewed three pedagogues and also performed an observation.My main conclusion and results describe that the vision is the high-powered engine in children?s development and learning. It also tells us that those around the children are very important for optimum development and learning, especially when it comes to supporting and stimulating children with defective vision in their necessities. Our other senses are a compensation to make it easier for children with defective visions in their lives. But all our senses are equally important for children with defective vision as they are for seeing children in their development and learning with their whole body in pre-school.Keywords:Eyesight, children with defective vision, development and learning in pre-school, pedagogues, pedagogical support and stimulation.

AbstractSince 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.I have conducted individual interviews with three primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another.

This study is an evaluation of the school Liljanskolan, which is a ?therapy-school? for children between the ages of seven and twelve with psychosocial problems. These problems can concern difficulties interacting with adults as well as children, acting out, difficulty concentrating and anxiety. Liljanskolan has a high number of professionals, both teachers and treaters, and few children. The aim of the study was to increase the understanding of how children that have attended Liljanskolan have progressed during their time at the school with focus on their behaviour in school, ability to interact with adults and children, anger management and self-confidence.

The purpose of the study is to contribute to the field of social access in children's free play in the pre-school class, by looking at how children are included and excluded and how power structures arises in the free time. In order to capture the events that occur among the children, observations were chosen as research method.The results show that the children wanted to play with each other, and that the most common way to facilitate play was to ask "Can I join?". There were also other strategies being practiced regularly. It was also common to exclude other children from playing, and this was especially when the children wanted to protect their ongoing game, or that someone was not allowed to join because he or she ruined it for the others.

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say.

In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school.Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change.

The purpose of this study is to examine senior high school students? strategies and reasoning when solving mathematical problems and make a review of the concept problem solving. The purpose is also to examine if the students? choice of strategies are influenced when their mathematical knowledge is improved.The study was conducted in two science classes at a senior high school. All the students were asked to individually solve two mathematical problems.

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 work is about leisure educators' views on educational quality in large groups of children. School centers will contribute to children's development and learning through meaningful leisure and leisure educators' contribution with a high educational quality. There are a lot of discussions and writings about growing groups of children. How are the leisure education and its quality affected by increasing children's groups? It sparked my interest and therefore I wanted to examine this more closely how it might look in the leisure activities.The aim of this work was to examine leisure educators' perspective on how the educational quality is affected by large groups of children and what is considered of leisure educators' as a high educational quality.To answer my purpose five interviews was made with leisure educators' in different parts of Sweden and also by studying the theoretical foundations and literature for school centers and leisure education.The results of the interviews reveal, among other things, that leisure educators' feel that the large groups of children affects the quality of teaching at many levels.