It has been shown in various research contexts that action programs do not always work as they should, even though there are clear guidelines on how the action programs should be designed and used. The aim of this study is to illustrate which processes that occur before an action program as well as how these processes lead to action that will give the student the support he or she needs. Through qualitative interviews with eight teachers, I have tried to answer the questions that I created. I have tried to answer my research questions that I have made based on the purpose. The questions are; What type of inquiry will be done if a student risk to not reach the knowledge goals? How will the inquiry support the action program? In what way does the action program support pupils in special needs? The result of my survey show that the survey being done for an action program is very individual-focused and that the mapping rarely shows on the teachers role or school environment to students who fall into special needs.

AimThe purpose of the survey was to see how students relate to feedback in physical education. The aim was also to find out how students like to receive feedback (written, oral or timing). The survey will also specify what kind of feedback the teacher provides.QuestionsHow do students react to feedback?How do students want to receive feedback?What kind of feedback do the students receive during the lessons in physical education?MethodThe method used in this study was qualitative group interviews with an observation before the interviews. The school that participated was my placement school during my teachers program and it is located in a suburb south of Stockholm.

The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student?s participation in school and in the progress with their own IEP.I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school.

The purpose of this study is to compare an inquiry-based teaching method for natural sciences in municipal schools and special education and to find out if this way of teaching may be helpful when working with students with Attention Deficit Hyperactivity Disorder (ADHD).The Swedish national curriculum of 2011 states that teaching methods should be fitted to every student?s needs and preconditions. The implication of this is very important for all students, especially for children with special needs. The theoretical framework that has been applied as a foundation for this study is Vygotskijs "Zone of Proximal Development" and Deweys "Learning by Doing". The method applied for the study is a semi structured interview and five teachers where interviewed.The result of the study shows that teachers with a higher education in natural sciences are more confident with regards to teaching natural sciences and the application of the inquiry-based way of teaching.

This essay is about the sexual- education at special schools for young people in the ages thirteen through sixteen with the diagnosis autism. The study aims to identify, describe and understand the teachers? experiences in how the education is practiced in their daily work with these children. The way of procedure we have used in the study is qualitative interviews with teachers at special schools. The result show that how the teachers practice the education depends on how the student group is constructed and the students? qualifications.

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 intention with this study is to investigate how schools are affected by state and municipal documents when they organize the education for children with special needs. The study is based on following questions.How do decisions on state and municipal level of politics affect the decisions that the principals make concerning organization, and do the school leaders think that the decisions are made on the right level of liability?What is the relationship between economic decisions and pedagogical decisions?What decides whether the schools have children with special needs integrated in their ordinary classes, or if they receive segregated remedial courses, and what are the views on an equivalent education?The study is conducted through interviews with principals of three schools, one politician on municipal level and one special education teacher. The interviews are linked to an historic background as well as current studies and discourses. The study shows that there are contradictions between state, municipality and school goals.

Teaching in pre-school usually takes its starting-point in children?s reality and curiosity. Apart from that it has also been important to take contains of a special subject under consideration, for example development of language and communication or mathematics development. The purpose of this study was to investigate how natural science as a special subject in pre-school education is expressed by five trainee teachers when they teach children at the age of 2-7. Generally the study focuses on the students? teaching actions as well as their line of argument about their teaching and the choices they have to make.

The aim of this study is to highlight the computer as a learning resource in the education and give us knowledge about how the students uses the computer in year one in a selected High School where one computer per student were introduced in autumn 2011. The aim is also to contribute to the discussion about how the computer can become a natural learning resource for all students in all subjects, including the students in need of special support.How are the High School students using the computer?Are there differences in computer use, whether the student is in academic or vocational program?Are there differences in computer use between boys and girls?Do the student experience that the digital competence is increasing together with if they experience the computer as aid?In what degree do the teachers encourage the students to use the computer?How much do the students use the computer to learn mathematic?The study is based on a survey of all students in year one in a municipal High School.The result of the study is showing that the students first of all use the computer to play music, surf the Internet and to be logged in on social media (eg. Facebook). The students have learned to use the computer for the tasks they need, although the teachers don?t encourage the students to use the computer in any higher means, not in mathematics and not in other subjects.

The purpose with this essay is to explore how pupils in a special group of education experience how it feels to be part of this kind of group. Further I want to examine a special educationalist view of this kind of groups. To perform this essay I choose to interview four pupils and one special educationalist. Through the interviews I want to discover the pupils and the special educationalists thoughts and experience. The result has been compared with earlier research and the essay has its basis in different theories.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions.The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy.

The Individual Program (within the continuation school) in Sweden is the third largest. Its purpose is that the students, who for some reason haven?t been able to be admitted to a National Program, shall get the chance to improve their possibilities to attend one. The difficulties the students, who are admitted to the Individual Program are carriers of, have a wide range. The purpose of the Individual Program is that no one should be excluded from any continuation school.

Early intervention is important on different levels and must be justified as a social and economic long-term investment. There is no doubt about the importance of early detection when helping children/students in need of support. What kind of support that is deemed suitable and who provides the support can be viewed from different perspectives and with different approaches. Seen from a relational perspective the special education process is a long-term process and affects not only the individual but the whole school culture and systems may need changing. This study intends to describe the importance of the learning environment and what efforts are initiated early for students in need of support from the special education point of view.

My purpose in this paper is to study teachers' work in reading and writing in primary school and special school. I want to find out if they use the same methods, strategies and materials to help students learn to read and write. I will find out the answer to my purpose by performing two qualitative observation and two qualitative interviews. Lundberg (2010) is the researcher I relate to during my study. Through observation, I see how teachers work with students in the classroom during a lesson in the Swedish language. During the interviews, I received answers to how teachers work with language, the materials, methods and strategies they use. I found out that teachers use specific strategies when they help their students. They use a work material that is tailored to curriculum in Swedish language and it is based on the phonics method. .

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.