This essay contains two stories that reflect the reality I face as an educator, as well as a reflective discussion about my self-perceived dilemma. The dilemma reflects a classroom situation where I as an educator have trouble dividing my focus, my focus is either put on entire the class or on the child with special needs. Through this self-perceived situation I have started to question how children with special needs find their place in the school today. I discuss how I can handle and look at the unique situation that occurs when meeting this child.Terms like integration, inclusion, segregation, social rights and the expression "a school for everyone" will be discussed in this text, as well as how we can connect these terms and expressions to the problems I find in the school system?s way of handling children with special needs.I also highlight my dilemma from different ethical perspective.

Today, student influence is an important part of the school?s activities and is anchored both in Lgr 11 and the school law. Student influence has gained a larger and more important role thru out the years. Previous research points out that teachers and management at school?s have had difficulties with interpretation and understanding the education plan (curriculum) and to know in which way and how much influence the student should have.

The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the teachers reason about language development.

The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems.To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes of the results contra literature has been somewhat important and necessary. To ensure the reliability the interviews was recorded on tape and later transcribed.The results from literature studies indicates that adopted children are more likely to be in need of special support in school due to factors concerning, among other things, adaptation difficulties, language progress and identity. Overall, language progress is depended on children?s total progress that includes physical, emotional and psychological condition.

This study investigates the curriculum for English in Gymnasium class 10 in Baden-Württemberg, Germany and compares it with the Swedish curriculum for English 5. A special focus it put on the politics that decide how the curriculum is written. The German and Swedish curricula for English are quite different, although they have some main points in common. The study includes a textual analysis and observations of English classes. Furthermore, nine teachers of English in Germany are interviewed about their views of the curriculum.

According to the curriculum for primary schools, pre-school and after-school Lgr11 says that students should experience different feelings and moods using different forms of expression including drama (Lgr11 2011:10). The purpose of this study was to examine how educational drama is used in three elementary schools and for what purpose in teaching. The aim was also to examine the four teachers' perceptions of what educational drama means to them.I have used a qualitative approach with interviews and contacted four teachers from three different schools to get different information for my study. Three of them were educated teachers and one of them was an actor. The information provided in the interviews was analyzed using educational drama theory and previous research. The interviews with the teachers and the actor showed the use of different methods of educational drama in education.

Aim of this work was to determine teachers' ideas about how to encourage lifelong learning in primary school in year 3, so that students can continue learning throughout life. To get answers to my purpose, I used the following questions: What are the teachers' perceptions of the concept of lifelong learning? What are the main aspects teachers emerged as important in education, to encourage students to lifelong learning? Is there potential barriers to teachers for the promotion by the term of lifelong learning?The method used, is qualitative interviews and as a starting point I used the hermeneutic approach. Theoretical part included Ziehes modernity theory of learning and Vygotsky socio-cultural perspective.The results revealed that lifelong learning is interpreted on the basis of active teachers in many varied ways. Teachers' perceptions of the concept of lifelong learning have been very varied.

This work is about popular culture in leisure. Teachers at leisure, on the basis of Education's governing documents working with developing an activity for students when applying the students' own interests. Although these councils are posted, several teachers around the country rejects certain activities or products that the students want to do or play with during their free time at the leisure time. Therefore the purpose of this study is to try to understand what teachers in leisure attitude to popular culture is and if they integrate the popular culture in there activities. To understand this, a qualitative study of interviewed teachers in various leisure was used.

Abstract Heléne Slivka (2013). Kvalitetsarbete ur ett specialpedagogiskt perspektiv ? en fallstudie. (Quality assurance process in the elementary school from a special education perspective ? a case study.) The research This essay investigates the language in the school´s quality assurance documents. An important aspect of this is the way in which language structures and informs how we think about, and work with, students with special needs. Aim The aim of this essay is to problematize how students with special needs are represented in the quality assurance documents of the school. The writer intends to point out how the ways in which the language used to describe students informs governing processes.

In this study, emphasis was situated around pupils? expectations regarding body shape and physical proficiency among teachers within the subject of physical education. Additionally, possible outcomes of failure to uphold such demands were put in relation to aspects of legitimacy. To enable such study a qualitative study including semi-structured interviews was conducted and carried through, involving six pupils in the third grade of upper secondary education. The pupils were mainly selected through a convenience sample with.

Purpose: The purpose of this qualitative study was to illuminate and compare how teachers and parents are describing the homework. The study will also attempt to answer these issues; How is the purpose of the homework described from teachers and parents? How are the effects of the homework described by teachers and parents? How do teachers and parents describe the responsibility for the implementation of the homework?Methods: Qualitative study, a comparison between teachers and parents description of the homework phenomenon. The material that forms the discussion are fetched from blog forums.Summary of conclusions: The Swedish school system is based on democratic values. This means that the students are supposed to gain equal opportunity for qualified education independent of their socioeconomic backgrounds.

In an age of increasing technology, it is a fact that typing on a keyboard are used in schools to replace handwriting, this raises questions about the future use of the skill handwriting still is necessary. The aim of this studys is to investigate students? opinion about their handwriting, how motivation can influence handwriting and how teachers work with handwrithing. Through intevjues with 25 sixgraders and two of their teachers, this study tends to proclame a picture of the handwriting education in a Swedish school. The results of this study shows that the students? attitude towards handwriting and choice of writingtool has some connection to the motivation but is not restricted to it.

Umeå University currently uses two Course Management System, Moodle and Sakai (Cambro). Both Moodle and Sakai are based on open source code and are today the two more popular choices among Swedish Universities. They both have different strengths and weaknesses both from a technical perspective and a user perspective. This can create problems for a course responsible/teacher when it comes to planning the course structure at a distance course but also when planning the course structure on a campus course that uses a Course Management System. With this as my starting point my formulations of questions become:How do the Course Management Systems that Umeå University uses differs, both from a technical perspective and user perspective?What possibilities is there in the Course Management Systems to use a different Course Structure?Is there a noticeable difference on the view of Course Management System of teachers and students at different departments?The purpose with my essay is to create a basis that course responsible/teacher can use to plan the course structure.

The purpose of this study was to investigate the teacher?s situation in the correctionaltreatment?s client education. The paper examined teachers? experiences of their professionalroles as well as their perception of the students? situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers? work.

The purpose of our study is to find out how teachers can help their students to learn how to managestage fright. By interviewing high school teachers and high school students and also observe one oftheir classes, we wanted to find out how they think about the causes of stage fright and what youcan do to relieve it. We also wanted to find out how teachers are working to teach students how todeal with stage fright, and how they think that you also could work. As a teacher of music, among other things, the task is to assess and rate the students performancesin music. Several components are based on the students' courage to play on his or her instrument infront of other people.