A pilot-study was used to investigate, types of assistance, assessed needs, outcomes and effects of special-needs assistance given to a subsample of compulsory school pupils in an effort to develop an evaluation strategy for identifying educational impacts of specific special-needs inputs.  Preliminary results indicate a tendency for postive outcomes for most pupils in the pilot group (n = 11) but also that many pupils have residual difficulties.  Pupils with residual difficulties mostly required special education asssitance with Maths, English or Swedish.  More pupils also needed support with behavioral difficulties.  More research and an expanding knowledge base is required in order to effectively evaluate outcomes of teacher support.  Schools need help in devising different methods of assistance and particularly for pupils with behavioral difficulties..

The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working.This was done by a qualitative survey based on half structured interviews and existing school documentation.The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students. Our theoretical assumptions were based on Haugs? terms ?including integration? and ?excluding integration?, Lahdenperäs? theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings? description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools? view on learning development and adapted education.

The purpose of this study has been to describe and analyze how seven Swedish preschool teachers and two special education teachers think and work with children who show a lack of social skills. The study method has been semi-structured interviews with the educators which have been analyzed and sorted under different themes/categories. The theoretical framework used in this study is sociocultural, relational and categorical perspectives. These perspectives have been chosen in order to better understand how teachers see their role in supporting children in need of special support. The environment in the preschool is found to be of great help and the teachers? approach is of great importance.The research emphasizes the importance of integrating thinking, feeling and behavior.

This study illustrates how drama methods and career counselling might interact. The aim is to investigate whether drama methods can enhance career counselling methods. Drama is here defined as an umbrella term that includes all forms of action methods used in psychology and education.A literature survey was carried out in parallel with qualitative research interviews. Three professional drama leaders were interviewed separately. This was followed by a group interview with five upper secondary school students, who had all taken a course in drama with a focus on personal development.The findings show that there are common and consistent goals and values between drama and career counselling.

AbstractAll headmasters want to lead teachers so that the students will achieve their own goals as well as the goals of the education. The salutogenic leadership is a way to lead in the right direction. This type of leadership depends on Antonovski?s (2005) theory of Sense of coherence. The theory of Sense of coherence is built on the concepts of comprehensibility, manageability and meaningfulness.

In this study I try to answer the question what to consider when teaching about identity andreligious identity in Religious Studies at Upper Secondary Schools in Sweden. This inquiry isbased on the fact that the latest Program manuals for upper secondary school, GY11, instructsthe teachers to talk about identity and religion, while in the Curriculum for upper secondaryscool, Lpf 94, as well as the latest curriculum, SKOLFS 2011, the idea of identity seemslinked with ethnicity.With this in mind I want to clarify what might be meant with the concept of identity. Byreferring to several different identity theories I propose to illustrate the complexity of theconcept. I study gender, queer and postcolonial theory as well as different aspects of classstructure and commodification of identity, all through the perspective of intersectionality.Intersectionality is not a theory as such but a method of studying various perspectives of anissue. It is an analytical praxis of using several angles of investigation and explanationtogether, all phrased with the background of the question of power.

This study aims to develop knowledge of different professional groups and their views on inclusion and collaboration concerning "students in difficulty." Through qualitative interviews and a quantitative survey, the researcher sought answers to this and also how inclusion, through collaboration between different professional groups, can develop in school.The results of the study have been analyzed according by Nilholms (2007) three different perspectives on special education: The critical perspective, the compensatory perspective and the dilemma perspective. The results were also analyzed based on Ahlberg's (2013) communicative ? relationship perspective.The result shows that the concept of inclusion is not clearly defined either in the governing documents or among the interviewees. This makes it difficult to speak the same language in school, which complicates the work of inclusion. Since the governing documents are unclear and somewhat contradictory when dealing with "students in difficulty" educators are put in a dilemma.

The purpose with this study is to examine what kind of support there is for school libraries at the selected independent upper secondary schools and how these schools ensure that libraryservices is available to their students and their teachers. The purpose is also to examine what attitudes the administrators of the schools have to school libraries and teaching in information seeking. A qualitative method with interviews was used to fulfil the purpose. As a theoretical basis of the study Loertschers taxonomies of the school library media program and Limbergs three levels of pedagogic research were used and the interviews were analysed with these two theoretical frameworks as a background. The result of the study showed that neither one of the three examinated schools has a school library which means that they use the public library instead.

The present study examined high school students? attitudes to higher education at university/college and their study engagement in an industrial town in klarälvdalen in the county of Värmland. The main research question was whether there are any differences between students in vocational and theoretically oriented programs regarding their attitude to higher education and study engagement. The results was also compared with a study with the same research question conducted in Countryside town in fryksdalen, Värmland county to see whether attitude and student engagement differ between high school students in different parts of Värmland. The method used was quantitative with data collected by using questionnaires.

The purpose of this essay was to study what students at the upper secondary levels thought that they learned in physical education and if there were differences between girls and boys learning. The purpose was also to study different factors that could affect the learning and to show how curriculum and prior research relate to the students learning. In this essay we used the three aspects of health that are mentioned in the description of physical education: the physical, the social and the psychic. The study was based on a quantitative research where 165 students answered questionnaires about their learning. Our research showed that the students did not get the knowledge that the A-course in physical education should provide and that the goals for the course were not accomplished.

The purpose of this essay is to examine progression in user education atprimary and secondary school levels, specifically the role played byschool libraries, librarians and strategy documents in securingeducational progression. Progression is examined in the user educationprovided by the five schools, part of the same municipal schoolmanagement area which share the same strategy plan. The area, NorraFäladen, was awarded School Library of the Year in 2011 for its work,making it particularly interesting for this essay's purpose. The studycombines interviews with the area's three school librarians, who dividetheir time between the five schools, with an analysis of the strategydocuments that regulate user education within Norra Fäladen. Theanalytical framework is based on: AASL's model of progression in usereducation (Standards for the 21st-century learner); Ekström's model forsuccessful and active strategy documents; Kuhlthau's theory of thelibrarian's role in the information search process; and Limberg'staxonomy of the role of the school library.The study shows how a number of concurrent factors and prerequisitesinfluence how goals for progression in user education are met.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some pedagogues? thoughts and work around the concept a school for all.

The setting of pupils' final grades in the Swedish upper secondary school system is the responsibility of their teachers and once grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final grades based on the result of externally marked examinations (A-levels). These grades are then open to appeal if it is felt that an injustice has been made.This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g.

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.

In today's preschool teachers should strive for us to have an inclusive preschool regardless of background, knowledge, culture. The conditions that everyone should have the right to education. Therefore the purpose of this study to enhance the understanding of the informants' views and thoughts regarding the inclusion of children with special needs. My study focused generally on children with special needs, but not against any particular diagnosis or a particular area related to children with special needs. To get answers to my questions I used qualitative interviews.