AbstractMy essay is about pupils with Difficulties in mathematics. I have choosed to do a literaturestudy and interviews of teachers to get some answers to my framing of the questions.· What is mathematical Difficulties?· How do we discover pupils with mathematical Difficulties?· What can a teather do to facilitate for pupils with mathematical Difficulties?· What resources is there to help pupils with mathematical Difficulties?I have done my investigationin two schools to be abel to see if the schools are working in the same way and have the same prerequisite of pupils with mathematical Difficulties.By doing an interview with both teachers and remedial teachers I have got a better insight how to help pupils in the best way. Both of this schools are putting the pupils in the middle and give them wath they need to get to the destinations that claims. The procedure are not the same between the schools.

For many years, I have tried to understand why students end up in Difficulties in mathematics. As a future teacher, it is extremely important to have knowledge of the various factors that leads to Difficulties in mathematics. As a teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics Difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105).

This work concerns children with reading- and writing Difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing Difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing Difficulties/dyslexia?Which subjects are affected by reading- and writing Difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing Difficulties/dyslexia is one of our most common disabilities.

The purpose of my study is to investigate teachers? opinions about learning Difficulties in mathematics.I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with Difficulties in mathematics.The result of my study shows that learning Difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn?t find any complete method to help children with mathematics Difficulties in compulsory school.

For many years, I have tried to understand why students end up in Difficulties in mathematics. As a future teacher, it is extremely important to have knowledge of the various factors that leads to Difficulties in mathematics. As a teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics Difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105).

The purpose of this study is to analyze the handling of Difficulties encountered by Swedish managers in Swedish subsidiaries in South Korea. By identifying the most common and possibly most manageable Difficulties specific to the market we categorized them into three different groups; external Difficulties, internal Difficulties and Difficulties related to the leadership. Depending on where in the environment and in relation to which stakeholder the Difficulties originate the managing process comes to be supported through sometimes contradictory theories. Our study implies that the proper handling is crucial to satisfy local expectations which are critical for survival of Swedish companies. It also implies that the leadership skills acquired by the Swedish managers combined with the level of acceptance for foreign managers among the Korean coworkers affect how influential the manager?s ambitions are.

AbstractThe purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing Difficulties/dyslexia. In the literature studies I mention reading- and writing Difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school?s duties towards pupils in need of special support.The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.I came to the conclusion that today?s schools have changed to the better for the pupils with Difficulties.

The aim of this study was to investigate which factors teachers and special needs education teachers view as being the main causes of mathematical learning Difficulties and from these choose how to educate pupils with these Difficulties. The aim was also to investigate how this education is organised at two different schools. An interview based investigation addressed these objectives by using three comprehensive questions:Which factors do the teachers and special needs teachers view as being the main reasons for mathematical learning Difficulties?How do teachers and special needs teachers educate pupils with mathematical learning Difficulties?How is the education organised for pupils with mathematical learning Difficulties at two different schools?This study is based on four interviews of three teachers and one special needs teacher. The people interviewed work at two different primary schools in the same local authority.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration Difficulties. I want to know what the teachers think characterizes concentration Difficulties, the situations in which Difficulties creates the most problems, and whether the teachers think that these Difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration Difficulties because the problems is very individual.

It is not uncommon for math Difficulties and reading Difficulties to occur simultaneously. Despite this, math and reading Difficulties are thought to have different cognitive profiles where math Difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading Difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the Difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading Difficulties are associated with more severe Difficulties in arithmetic ability compared to those with isolated math Difficulties. The purpose of this study is to examine whether isolated math Difficulties, isolated reading Difficulties and comorbid math and reading Difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading Difficulties differ in performance in mathematical tasks compared to isolated math Difficulties for children in second grade.

AbstractThe purpose with my study was to find out how students with physical Difficulties are treated in school by teachers and other students and also if there are any differences between how teachers and students treat students with physical Difficulties. I also wanted to see if there were any prejudices against students with physical disabilities from either students or teachers. If there are any prejudices, I wanted to know what kind it is that exists. When I went to school, I remember that I looked down on the students with physical Difficulties because they were different. When I have been working in school as a teacher, I have seen students who pull away from students with Difficulties.I chose to do the study at a higher grade school, because I have not been in such a high grade in school during my practice.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration Difficulties. I want to know what the teachers think characterizes concentration Difficulties, the situations in which Difficulties creates the most problems, and whether the teachers think that these Difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration Difficulties because the problems is very individual.

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing Difficulties, dyslexia or language Difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

It is not uncommon for math Difficulties and reading Difficulties to occur simultaneously. Despite this, math and reading Difficulties are thought to have different cognitive profiles where math Difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading Difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the Difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading Difficulties are associated with more severe Difficulties in arithmetic ability compared to those with isolated math Difficulties. The purpose of this study is to examine whether isolated math Difficulties, isolated reading Difficulties and comorbid math and reading Difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading Difficulties differ in performance in mathematical tasks compared to isolated math Difficulties for children in second grade.

????The aim is to examine how written production differs between students with and without Difficulties in writing. The study also examine how different Difficulties within writing interplay. It is based on analysis of ten-year old student texts with 30 texts from both an experimental and a control group. Texts were written in 1991.Both spelling, technique of writing and syntactic complexity differ between the groups.