The purpose of this study was to gain deeper knowledge about the special needs of guidance significance as an aid to students based on teachers' views and perceptions.Eight teachers from three different municipalities, active in primary school and middle school have been interviewed since all have participated in and have experience with special needs tutoring. Their responses were compiled and answered the three research questions: What experiences have teachers of special education counseling? How do teachers the guidance they received from a special teacher? What effect has the special educational guidance given for the inclusive education? The result shows that the special educational tutorial helps teachers gain a deeper understanding of students in need of special support and guidance to the mission vary in scope and content. The special educational tutorial that is aimed directly at the teachers seem to have a positive effect on inclusion and a critical/dilemma perspective while the consultative guidance primarily directed towards the adaptation of educational material and allows students to walk out of the classroom to receive special education promotes exclusion and ability grouping and a compensatory perspectives. From a sociocultural perspective pointing results of the study that teachers with special education tutoring experience to students in an inclusive education contribute to each other's learning,creating meaningful for everyone involved..

Abstract The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes. This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals.

The purpose with this thesis was to study the special pedagogical perspectives that stood out in documents written by the special teachers in preschool. In order to maintain the thesis research questions a text analysis was carried out on the document ?Handledningssamtal? that was used by the special teachers in their contact with the teachers in preschool. The documents were analyzed based in the Special educational perspectives and the results and measures from the analysis were divided into three levels; individual, group and organizational level. Finally a study of the connection between the analysis and the measures was carried out and the result was reported in a typology schedule inspired by earlier research.

The purpose of this study was to investigate how the special education, for children with language impairment in preschool, was organised in a municipality in Sweden. The study was based on interviews and field studies as the primary research tools in qualitative and ethnographic method. The result showed that special education teachers were localised in different geographic areas of school and that there were preschools that lacked special educational expertise in language impairment. Literature and the importance of playing for language development were emphasised as well as the use of signs and visual aids as augmentative and alternative communication. In the preschool for children with language impairment, the teachers carried their knowledge into practical and pedagogical work.

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.

This study was about how pupils described their school situation with special education. The specific focus was on pupils which are described as ?troubled pupils?, unconcentrated pupils?, pupils in social and emotional difficulties or characterised by similar concepts. The study was based on a sociocultural perspective and an interactional perspective. The empirical material consisted of interviews with eight pupils in age between 9 to 12 years old and who had special education.

This study has examined how teachers in primary education with experience of inclusion look on inclusive education. The study was based on the concept of inclusion and how it is made possible in primary school. The study was conducted using semi-structured qualitative life-world interviews with three teachers in primary education with included pupils with learning disabilities in their class. The results show the complexity of having a pupil with learning disabilities in class. To interpret, follow and then assess under two syllabuses are seen as difficult.

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews.

The aim of this essay has been to surrey the perspective of view the special education teachers have on the tree concepts of special education, compensatory-, critical and dilemma perspectiveThe questions that have been covered in this study areWhat does the concept of special education means for the special teachers? What does the concept of mathematic difficulties means for the special teachers?What does the concept of the diagnostics of dyscalculia means for the special teachers?A qualitative research method has been used to answer the questions in this essay. In the purpose to get the most out of the study..

AbstractSince 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.I have conducted individual interviews with three primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another.

The aim of this thesis is to investigate, and thereby highlight, the new role of special needs teachers in conducting educational development in the fields of linguistics and literacy. The thesis defines how educational development, as described by special needs teachers, can be conducted and what conditions they perceive for such development. Factors which, according to special needs teachers, promote or hinder the development are discussed.The study uses a qualitative method involving knowledge-creating dialogues, analyzed hermeneutically, with two special needs teachers. Results are then discussed in light of relevant research and sociocultural theory. The study indicates that special needs teachers? main tool, to support teachers, is diverse use of dialogue.

The aim of this essay has been to surrey the perspective of view the special education teachers have on the tree concepts of special education, compensatory-, critical and dilemma perspectiveThe questions that have been covered in this study areWhat does the concept of special education means for the special teachers? What does the concept of mathematic difficulties means for the special teachers?What does the concept of the diagnostics of dyscalculia means for the special teachers?A qualitative research method has been used to answer the questions in this essay. In the purpose to get the most out of the study..

The purpose of this essay is to study if and how five South African educators work with music as a special pedagogical tool in children's language development. To achieve the purpose of this study, two research questions were created. As method, interviews of a qualitative character were chosen.  The aim of the method is to give the educators the opportunity to think about and use their own experience before answering the questions.The result shows that the South African educators are not using music as a special educational tool. They rather use music as an everyday educational tool to promote children's language development. The result indicates that music in educational activities promotes children?s communication with each other.

During the last 20 years a new category of schools, schools for children with special needs, has settled to be a growing part of the Swedish school system. This is despite the political aim in Sweden to achieve an educational inclusion. The aim of this study is to compare the school situation for children with special needs in regular schools with the situation in schools for children with special needs. To investigate the routines associated with the change of school and the role of a neuropsychological diagnosis in the process. The main research questions were if the school is adapted to the needs of the child from a neuro-didactic point of view, whether the special school provides something the public school doesn?t and if the diagnosis helps to take pedagogical measures.

The aim of this study is to see if the individual developing plans (i.e. individuella utvecklingsplaner) can be used as a tool for the special needs teacher (i.e. specialpedagog) to develop the school in its challenge to meet the needs of every child.  The study is based on contentanalycis and interviews, in order to understand how one school worked with the students´ individual developing plans.The results showed that the school did not use the plans as a tool to develop the education for each and every child, since the plans didn´t affect the tuition.The headmaster did not include the special needs teacher in the responsibility of developing the school.Even though our results showed that the school didn´t use the individual developing plans as a tool for the special educator to develop the school, we still found a possibility for developing the individual educational plans in the capacity of the special needs teacher. The study showed a need of dialogue in which teachers can reflect and problematize their actions and their teaching for the purpose of developing new understanding and new actions in the work with the individual educational plans. We believe that the profession of special needs teacher should supervise these dialogues..