The purpose of this report is to investigate teachers views of whether pupils with Asperger Syndrome, autistic symptoms or ADHD shall go in ordinary classes or special groups. The study tells you about what difficulties these pupils often have, what adjustments they need in their schoolsituation and the positive and negative effects of joining a special group.A teacher for special needs, two teachers in special groups and two teachers in ordinary classes have been intervjued and earlier made researches have been studied.The conclusions of this study are that the decision of whether a pupil shall go in a normal class or a special group must be made individually. Most pupils who are capable to profit from the training in a normal class and pass their examination, shall go in a normal class. The greater part of the recommended adjustments are possible to do in a normal class. But it requires more resourses and teachers with better knowledges about theese handicaps..

A reform of higher education in Sweden in 1993 led to stiffer competitive climate among educational institutions. The reform meant that educational institutions now had the opportunity to plan their curriculum autonomously. Prior to the reform educational planning was restricted to the Swedish government. The new rules spelled a greater opportunity for educational institutions to profile themselves based on their educational offerings. The higher degree of competition means that marketing becomes increasingly important when recruiting new students.

A reform of higher education in Sweden in 1993 led to stiffer competitive climate among educational institutions. The reform meant that educational institutions now had the opportunity to plan their curriculum autonomously. Prior to the reform educational planning was restricted to the Swedish government. The new rules spelled a greater opportunity for educational institutions to profile themselves based on their educational offerings. The higher degree of competition means that marketing becomes increasingly important when recruiting new students.

Syftet med min undersökning är att studera sydafrikanska pedagogers perspektiv på barn i behov av särskilt stöd i förskolan och förskoleklassen. I syftet ingår också att undersöka pedagogers syn på vilka resurser som finns för dessa barn. Jag har använt mig av metoden kvalitativa intervjuer för att få öppna och detaljerade beskrivningar från pedagogerna. Pedagogerna menade att barn i behov av särskilt stöd är barn som avviker från kamraterna i kunskaps- och mognadsnivå samt barn med funktionsnedsättningar, sjukdomar eller sociala problem. De sydafrikanska pedagogerna hade två perspektiv på barn i behov av särskilt stöd.

UGL-courses (Understanding Group and Leader), given in Sweden since the beginning of 1980, are a frequently used leadership course in all sectors of the working life. This essay purpose was to compare course members experienced benefit between two educational organizers. No earlier studies in the subject where to be found. The method chosen was quantitative. A questionnaire was sent to participants in Swedish Defence Forces and The Swedish Confederation of Professional Employees.

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.

The aim of this study was to describe and analyse the perceptions that ten 12-15 yearold pupils with special educational need, who had been assigned a personal computer, have about Information and Communication Technology (ICT) in the learning process. Data was collected by personal interviews and observations. Sociocultural perspective and phenomenographic research approach were used as theoretical and methodological frameworks in analyzing and understanding the result. The major conclusions were that most respondents perceived the computer as beneficial assistive technology for learning, but some felt singled out by having a computer to assist in learning. Students had various opportunities to succeed in using their tool depending on e.g.

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.

The purpose of my study is to contribute with knowledge about three teachers? view on the possibilities and difficulties to support students with intellectual disabilities insocial interaction.to get answers to my research questions in the analysis I have in my qualitative study used the theory of Fleck's model about thinking styles rooted in a socio-cultural perspective. In the study, I have used semi-structured interviews. My study shows that teacher?s way of thinking affect students' opportunities to practice social interaction. An important finding in the study was that the school management?s attitude, is of great importance for educator?s opportunities to support the students with intellectual disability in social interactions.

?Childs pedagogic material ? A qualitative study of child?s use of pedagogic materials available at five nursery schools and about their teachers thoughts about the display of the pedagogic material?In the nursery preschool the environment and the educational materials have always had a central place. That's why it has been chosen to study and observe five preschools and interview sex teachers, in an attempt to understand the teachers thought about the choice of material and the choices of material that the children used. The reason I do this is to see what the underlying idea about the materials the children use is, and why educators choose to make certain materials visible. The purpose of this study is to examine the educational materials that are used to stimulate children´s learning and examine what determines the choice of educational materials.

Aspects of computerized learning in terms of educational situations in kindergarten andschools where the teachers use software either made for children or for adults, is thesubject of this paper.The market for software produced in Sweden and intended for educatilonal situationswith small children is discussed and analysed by qualitative method. The software, theusers, the producers and other related groups are looked upon from an educationalperspective and a mode1 of this process is presented in the paper.The software is categorized and discussed according to area of use and underlying educationalperspectives. The educational situations in which the users are a part are discussedfrom an educational perspective and examples from use of software in kindergartenand schools are given. The images of their target group which the producers haveare categorized according to phenomenographical method. A proposal of a classificationsystem for software used in educational situations is made..

This qualitative study is done with the purpose of creating understanding for the theoretical democratic content in educational materials for Civic Education courses 1a1 and 1b during GY-11, so teachers create an intentional approach when using educational materials in their democratic education. This was motivated as important considering the reduction in obligatory Civic Education for the vocational programs. The study was conducted using a hermeneutic qualitative reading method where the educational materials, more specifically two series with one book for each course, was read with purpose of creating understanding for the democratic content according to ideal democratic models: deliberative democracy, participatory democracy and electoral democracy. A text voice analysis was also conducted using Bakhtins theory of dialogic and monologue text that contributed to the general result concerning the democratic content. The results show that the electoral democracy ideal is dominant in all educational materials, there is hence no striking difference between the democratic content in 1a1 and 1b educational materials.

Teachers and special education teachers play a vital role in the creation of a study environment that fosters productivity in students. The current study aims to further expand the knowledge regarding teacher?s perception of common work with developing an optimal study environment within the classroom and the educational institution. In order to achieve this, qualitative interviews have been performed and study results analyzed according Nilholm´s model of the three different perspectives on special education: The critical perspective, the compensatory perspective and the dilemma perspective.The study results show that the concept of order and study environment is not clearly defined among the interviewees. However, the concept appears to presuppose the teacher?s responsibility to create the sense of security and effective study environment to those students who express the wish to educate themselves (Children make the things right only if they have been shown the correct way to do it).

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.

This study hopes to provide a deeper understanding for the situation that pupils in dyslexia and special education teachers are experiencing. The aim is to examine how students with dyslexia and special education teacher / special needs education teacher are experiencing difficulties, resources, additional adjustments and support. The aim is also to examine the experience in opportunities for improvement and what similarities and differences exist between students and special education teacher / special needs education teacher regarding the allocation of resources. The study is made with focusing on a certain dilemma perspective, using methods such as interviews. The results of the study point to lack of time, time pressure, teachers 'skills, management directives and students' understanding of their own learning as factors affecting resource allocation, in which all factors influence each other and are interdependent of each other..