In all times school has defined and categorized Pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for Pupils with difficulties in school.Pupil`s assistants has been a growing profession in school during the last decade and their importance for the Pupils is relatively unexplored. The aim of this study is to find out how the Pupils think about having Pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight Pupils that have or have had Pupil`s assistant during their time in senior compulsory school. The result notifies that the Pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change.

Through qualitative interviews with six teachers at a school an understanding of teachers´ conceptions of, and conditions for their work on Pupil democracy and student participation are sought.Formulation of questions were as follow:What does Pupil democracy and Pupil influence mean for selected teachers?How do selected teachers´ work with Pupil democracy and Pupil influence?What opportunities and complicatedness?s do selected teachers see with this work?Through this the selected teachers views on children and their thoughts on their role as a leader also are investigated.According to the curriculum the Swedish school should aim to transmit primary democratic values and pursue the education through democratic work models. Further the Pupil should acquire influence of their education. The theory exposes several approaches on democracy and influence. These approaches are further on applied on the school.The result of the study evinces that selected teachers´ practice both Pupil democracy and Pupil influence.

Background: Pupils? responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of Pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, Pupil responsibility, power and Pupil influence.Purpose: The purpose of this study is to find out the teachers? views on Pupil responsibility.

Educators have an importance for the Pupil?s progress, where the individual adjustment tutoring is varying. The Pupil?s self-confidence is also individual and can be affected by the humans in the society. To find every Pupil?s knowledge and enjoy creating and learning is a big part of an educator?s work.

The aim of the study is to investigate how a teacher and a special education teacher cooperate to prevent a Pupil with reading difficulties from ending up in the vicious circle of the Matthew effect, and to find out how a Pupil with reading difficulties experiences his or her reading situation. This case study is based on a phenomenological perspective whereby qualitative interviews illuminate a commonly occurring problem in today?s schools. Interviews were conducted with a teacher, a special education teacher, and a Pupil in grade 1, in order to cover everyone?s perspective in this situation.

This is a qualitative study of how 4 school teachers and 3 special educational teachers define the term ?Pupil in need of special education?. They have each one been interviewed about this term, by the means of a semi-structured interview. Afterwards the collected information has been analyzed and seven major themes have been arranged out of them. From these themes it is possible to see that the term is hard to define, since the participants all believe that it should be decided by each individual case, if the Pupil is in need of special education or not, and that the education in itself has to be relevant to the need, which means one cannot decide what special educational needs are, without a student who is in need of them.

The purpose of my work is to find out if and in which way dance in school teaching can contribute to a positive development of the Pupil and also if the dance can give the Pupil a better self-confidence. It?s important and useful to know, how dance will influence the Pupil from a physical, psychological and social point of view.The study of litterature describes opinions and theories based on the issue and emanate from the three classifications applicable to the Pupil development through dance: physically, psychologically and socially. With help of theories from different experts investigates, if a continuous dance teaching in the subject Athletics and Health can contribute to a positive development of the Pupil these different aspects.As the empiric study I chose to interview Pupils both from the ordinary comprehensive school classes and the aesthetical gymnasium line, in order to find out what they really think about dance and what they wish should be included of dance in the subject Athletics and Health.The interest of dance can be strongly connected to different music stiles, in this connection one can for sure get more Pupils and especially boys to dare to try dance and through this improve their self-confidence.In my discussion and conclusion I bring up how important it is, that the Pupil in dance get to learn how to work with it´s body as means of expression and the importance that the school gives priority to other than intellectual qualities and gives the Pupil a chance to be able to develop and learn how to use it?s body language by dance.I also touch thoughts of future research..

The main objective in this study is to examine the Pupil?s possibility to affect the upper secondary schools in Stockholm, Sweden. I was once active in the Pupil?s council and experienced some hardships, feeling a great dissatisfaction among teachers and principals against Pupil?s suggestions and chances to affect their school environment. Thus I wanted to do a contemporary study of where schools in Stockholm stand today within this issue.

According to the curriculum the teachers have a responsibility to adjust the activities in the classroom in order to suit the Pupils and to give them the means of assistance the Pupils need to be successful in their learning. The teachers should also stimulate the interest to learn and support the Pupils? self esteem. One of the problems a dyslectic Pupil faces is an often weak self esteem. Another is the weak phonological awareness which makes it hard to fully understand the context and to recognize different phonemes when writing.

AbstractThe purpose of this investigation is to find out how the Pupils can discover and to feel joy in their creative art activity and also to believe in their own ability. The aim is to figure out if creative art activity is able to raise the Pupil?s self-image. By literature, pedagogue interviews, and interviews with Pupils at the age of ten years old and by action research is the way that I have searched for an answer for my question. The main result is that fantasy, creativity, courage and lust are important parts to develop in the job of raising the self-image.

AbstractThe purpose of this investigation is to find out how the Pupils can discover and to feel joy in their creative art activity and also to believe in their own ability. The aim is to figure out if creative art activity is able to raise the Pupil?s self-image. By literature, pedagogue interviews, and interviews with Pupils at the age of ten years old and by action research is the way that I have searched for an answer for my question. The main result is that fantasy, creativity, courage and lust are important parts to develop in the job of raising the self-image.

Abstract This paper focuses on whether individual development plans as well as action programmes are needed.Pupils in need of particular support get to be involved in an action programme ? the school needs to provide any particular support a Pupil needs. However, the individual development plan does not substitute the action programme. Thus an action programme as well as an individual development plan will be provided to students in need of particular support.The individual development plan follows the Pupil throughout the entire education, regardless of whether its content changes, whilst the action programme pertains to a limited period of time. Pupils that are not in need of particular support are not likely to need to set goals for themselves in addition to those already set outside of school.

According to the curriculum the teachers have a responsibility to adjust the activities in the classroom in order to suit the Pupils and to give them the means of assistance the Pupils need to be successful in their learning. The teachers should also stimulate the interest to learn and support the Pupils? self esteem. One of the problems a dyslectic Pupil faces is an often weak self esteem. Another is the weak phonological awareness which makes it hard to fully understand the context and to recognize different phonemes when writing.

The purpose of this study was to to examine what teachers think about visual art and how the learning process in this subject does look like. To answer these issues, I made interviews with five teachers of visual art from different schools, and I examined several examples of Pupils? artworks. The stories of the teachers were analyzed in relation to governing documents and with assumptions from sociocultural theory, postmodernism and pedagogical - aesthetic research as theoretical point of view.By the qualitative interview method, the observations of the Pupil?s artworks, and by the analysis of the interviews with the teachers, I have come to the conclusion that teachers think differently about art but they try to keep themselves in line with the national governing documents.

This study is about how school counselors in Kalmar County view the need for a Pupil curative work online, what they believe are ethical aspects to be considered in social work online and if they feel they have sufficient training to conduct Pupil curative conversations online. The aim has been to make contact with universities in Sweden to see if they have elements of social work education that lectures a social work online.The study is based on semi-structured interviews with school counselors in Kalmar County. The majority of the interviewed school counselors lacked the knowledge and experience of a student curative work online but some had discussed this phenomenon at work. One counselor worked daily with a Pupil curative work online. The intention of interviewing universities to investigate whether there are elements of social work education that addresses a social work online defaulted unfortunately because they choose not to participate in the study.The main conclusion of our study is that school counselors consider themselves lacking sufficient knowledge to conduct Pupil curative conversations online.