Dissertationen: „Special needs educators“

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Marks, Lori J. „Educating Tomorrow’s Educators for Students with Special Needs“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.

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Marks, Lori J., M. Conroy und C. Leister. „Inclusion: Addressing the Needs of the Regular Educator“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3578.

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Link, Megan B. „Music Educators' Perceptions of Competence and Effectiveness in Teaching Students with Special Needs“. Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367330326.

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Cox, David A. „Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2663.

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This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study. Areas of data presentation include: examination of demographic information; analysis of responses relevant to attitudinal, curriculum/instructional, and administrative aspects of inclusion; and analysis of responses in regard to inclusion as an effective practice and educators' willingness to include students with disabilities. Findings of this study emphasize the perceived need for additional in-service opportunities for educators and for alternative instructional methods, materials, and strategies. This study found that educators who had more experience working with students who have disabilities are more supportive of inclusionary practices. Educators who have more years of experience were found to be less willing to include students with disabilities into regular classrooms.

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Pacifico, Ellen K. „The Berks County Intermediate Unit's videotaped technology training series for educators of special needs students“. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 1985. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1985.
Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).

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Gustafson, Glenna Scarborough. „The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26906.

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Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.
Ed. D.

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Jönsson, Malin, und Sofie Nerbrink. „Specialpedagogers arbete i fo?rskolan med fokus pa? inkludering. Special educators work in preschool with focus on inclusion“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31274.

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How do special educators work to include children with special needs in preschool? That was the question that our thesis proceeded from, and the purpose was to get an insight in the methods used by the special educators to achieve inclusion.Our questions were:• Is Swedish preschool a place for inclusion?• How are special educators work organized and focused?• Which experiences do special educators have working with children with specialneeds in preschool, and what role do they mean that inclusion plays in this work?Our procedure in this enquiry was to perform semi-structured interviews with 5 different special educators in two different cities.Interpretation and analyis proceeded from three different theories: Urie Bronfenbrenner’s ecological systems theory, John Bowlby’s theory of attachment and Karsten Hundeide’s sociocultural theory. The result showed support for the idea of the Swedish preeschool as a place with many opportunities for inclusion. We have also seen how both money and political decisions has an impact on which possibilities the preschools receive to work with inclusion. In addition it became apparent that the methods used by special educators differed depending on both cities and districts. One of the main purposes of the special educators consisted in finding different ways to include children in the everyday activities.

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Frizzell, Allecia. „The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3370.

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This study was designed to determine whether kindergarten through eighth grade general education teachers and special education teachers were prepared to meet the needs of students with disabilities in inclusive classrooms. Conducted in Northeast Tennessee, an online survey was used to collect responses from participants in six school districts. The survey focused on four dimensions including perceptions of preparedness, attitudes towards inclusion, perceptions of administrator support and perceptions of self-efficacy. Data collected from 180 respondents were analyzed and informed the results of this study. Findings indicated that special education teachers reported significantly higher levels of preparedness to meet the needs of students with disabilities in the inclusive classroom than general education teachers. There was not a significant difference in perceived levels of preparedness between elementary educators and middle school educators. Survey responses revealed a significant, positive correlation between teacher perceptions of preparedness and attitudes towards inclusion; preparedness and teacher perceptions of administrative support; preparedness and teacher perceptions of self-efficacy; attitudes towards inclusion and administrative support; attitudes towards inclusion and self-efficacy; and administrative support and self-efficacy.

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Hendricks, Dawn R. „A Descriptive Study of Special Education Teachers Serving Students with Autism: Knowledge, Practices Employed, and Training Needs“. Available to VCU users online at:, 2007. http://hdl.handle.net/10156/1973.

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Pirtle, Jody Marie. „Collaboration Among Families, Educators, and Medical Professionals to Create a Rural Medical Home for Children with Special Health Care Needs and Disabilities“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/283632.

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Families of children with special health care needs (CSHCN) and disabilities who lived in rural communities faced a variety of economic, social, and environmental challenges. Bronfenbrenner (1979, 2005) in his Bioecological Theory of Human Development offered an insightful lens for understanding the nested environments in which these families interact. This model was used as the overarching framework for this dissertation. The three manuscripts contained in this dissertation have included analyses of the involvement and participation of families of CSHCN and disabilities in the creation of a medical home located in a rural southwestern border community. These studies were critical for the medical home professionals - family involvement was at the core of the medical home philosophy. The overarching purpose of this dissertation was to set the foundation for successful family participation and feedback in the medical home. Within the first manuscript, I used the Medical Home Family Index to discover families’ (a) perceptions of interactions with medical professionals and (b) ratings of the quality of care within the medical home. Families of CSHCN (N = 92) completed the Medical Home Family Index and descriptive statistics as well as Chi-Square analyses were completed. Significant associations between families’ home languages and the amount of time the CSHCN had been receiving services at the medical home and the families’ responses were found. No associations between the children’s ages and the families’ responses were found. Recommendations for medical home professionals to complete the partner index, the Medical Home Index, were included. The purpose of the second manuscript was to examine the support needs of families of CSHCN and disabilities. Relationships between the severity of the children’s special health care needs and disabilities and the potential services they required were explored. For this study, a small sample (N = 25) of families of CSHCN completed the Family Needs section of the Center for Medical Home Improvement Family Survey, an in-depth, five-part survey designed to have families report on the services and supports that their CSHCN actually received. Families of CSHCN identified the need for therapies to be provided within the community. Findings from this study supported the creation of a pilot program in which parents were active participants in an intensive summer program designed to address the language and communication needs of their children. The purposes of the third manuscript were to (a) conduct research in two settings - a rural medical home and the families’ natural environments, (b) identify families’ perceptions of a targeted summer language intervention program, and (c) determine what changes in young children’s communication skills could be measured when parents were active members in a targeted summer language intervention program. For the third study, fourteen children with language delays and their families participated. Children were assessed using the Battelle Developmental Inventory-2nd Edition or the Preschool Language Scale-4th Edition. Intervention was conducted within a pediatric medical home and families continued the intervention at home. For both test results, the treatment had a significant effect. All families indicated a strong desire to continue the program and families who were most concerned with their children’s language were most satisfied with the program. This pilot program model was an example of ways that interventions could be extended successfully beyond traditional settings.

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Feltenmark, Anna. „Ett livsberättelseperspektiv : A special needs educators narrates, about her work with children and their speech, language and communication“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1281.

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Genom metoden livsberättelse får vi här ta del av specialpedagogen Evas berättelse. Denna kvinna har arbetat inom skolans värld i 45 år och har en stor livserfarenhet att dela med sig av. Arbetets mål är att ge en bild av en specialpedagogs kompetensutvecklig och arbetsmetoder i skolan under årtionden. Inriktningen på intervjuerna är berättelser om Evas arbete med barn och deras tal, språk och kommunikation. Uppsatsen tar upp språkutvecklingen hos barn samt Evas arbetsmetoder för att kartlägga förskolebarns språkutveckling. Vidare berättar Eva om talstörningar och läsinlärning, där hon beskriver hur hon har arbetat med barn som har dessa problem. En liten del av uppsatsen berör diagnoser på gott och ont, samt Evas visioner om framtiden där hon beskriver hur ett brett samarbete och kontaktnät kring barn med språkstörningar kan se ut. I intervjuerna förmedlar Eva en positiv bild av barn och deras inlärning. Hon berättar också om vikten av att ta till sig ny forskning och glädjen i att arbeta som specialpedagog.

By the use of life story method we can take part of the special needs educator of Eva narrates. This woman has been working in the school world for 45 years and has a great deal of experience to share. The goal of this work is to give a picture of a special needs educator’s development of competence and methods of working in the schools during the last decades. The alignment for those interviews is stories of Eva from her work with children and their speech, language and communication. This article is about the development of language of children and about the methods Eva in her work used by making a map of the development of language for children in preschool. Eva is also telling us about disturbance in the speech and in readings, giving us an account of her work amongst children who has these problems. A parts of this essay are touching the good and bad about getting a diagnosis, and the future where Eva is giving us her vision of how a wide network with cooperation’s might be for children with disturbance in their language. Eva gives a positive picture of children and the learning in the interviews. She is also talking about the latest findings and how important it is to take it in and about the joy of the work as a special needs educator.

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Dinkebogile, Sebaetseng Maria. „Factors contributing to mainstream educators' reluctance to teach included learners with specific learning difficulties / Sebaetseng Maria Dinkebogile“. Thesis, North-West University, 2005. http://hdl.handle.net/10394/2256.

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Mthimunye, Bronwyn Sarah. „Developing a framework for parents and educators in low-income communities to enhance access to resources that educate children presenting with autism spectrum disorder“. University of the Western Cape, 2019. http://hdl.handle.net/11394/6989.

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Philosophiae Doctor - PhD
The policy for Inclusive Education in South Africa, the White Paper 6, states that all children can learn with support. Research suggests that there is a lack of access to education and resources for children with ASD living in low socio-economic communities. Education support services are under-resourced and unable to deal with the enormous number of learners with special needs. Globally, there is an appalling lack of dedicated school and learning facilities for children affected by autism. In special needs schools, children with autism are placed in classes with children with other disabilities. This is often as a result of either little understanding of their learning needs or resource constraints such as no schools close by to accommodate autistic learners.

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Rosenblum, Hily. „Lovecircles : a critical study of an emotion-based professional development programme for educators of children with special educational needs and disabilities“. Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/700675/.

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This study critiques an original professional development programme for educators, evolved by the researcher since 2001 and entitled 'Lovecircles'. The programme was conceived in Israel as a response to challenges faced by teachers working with children with special educational needs (SEN). The education programme is grounded in holistic-humanistic theories, aiming to achieve educators’ personal-emotional empowerment within their professional development. This approach views integration of emotion in teacher education as an integral part of their overall growth, essential for creating an atmosphere of trust with the pupils as well as conducting an empathic and respectful teacher-pupil dialogue. The gap in knowledge that this study aims to address pertains to the way in which integrating personal development within professional education programmes through facilitating emotional engagement may contribute to more holistic, inclusive practice. The research is an evaluative phenomenological study focusing on the experiences and perception of the educators from their own perspectives. The research evaluates in depth the impact of the 'Lovecircles' programme on five educators from an original group of eleven that completed all elements of a one-year, part-time programme. The research tools are in-depth interviews, reflective diaries of the participants and the researcher, videos, and still photographical observations. The case studies are analysed individually and in comparison to one other. The key research findings indicate that participants overcame emotional barriers during the programme, developed attention to themselves and to others, and developed self-expression of emotions by integrating arts into learning, empowering them on the personal level and professionally as educators. The main factors facilitating the participants' personal and professional development were the programme tutor’s attention to both the personal and professional dimensions, and the use of teaching methods from Expressive Art Therapy such as art, movement, and drama. The educators’ empowerment gave rise to the adoption of a positive teaching approach in their work with children with SEN. The study may serve to inform policy, practice, and research as a robust holistic-humanistic programme. It also contributes to the debate on the place of emotion within professional development programmes and for inclusive and special education. The research has a global relevance through its readily transferable strategies, and so may influence mainstream and special teacher education beyond the Israeli context.

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Plaatjies, Neil Bertram. „Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies“. Thesis, North-West University, 2011. http://hdl.handle.net/10394/8298.

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The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations.
Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

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Kavaliauskienė, Reda. „Specialiųjų poreikių vaikų ugdytojų požiūris į integruotą ugdymą“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110712_101624-31950.

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Atsižvelgiant į šių dienų aktualijas ir realijas, šiame darbe aptariamos specialiųjų poreikių vaikų integruoto ugdymo sąlygos, išskiriami veiksniai, darantys įtaką sėkmingam integruotam specialiųjų poreikių vaikų ugdymui bei atskleidžiamas specialiųjų poreikių vaikų ugdytojų požiūris į integruotą ugdymą bendrojo lavinimo mokykloje, į bendrą SUP vaikų savijautą ir jų bendravimo aspektus. Tyrimo hipotezė: Specialiųjų poreikių vaikų ugdytojai daugiau teigiamai negu neigiamai vertina integruotą ugdymą. Tyrimo tikslas: atskleisti specialiųjų poreikių vaikų ugdytojų požiūrį į integruotą ugdymą bendrojo lavinimo mokykloje. Pagrindinės išvados: Pagrindiniam darbo tikslui kelta hipotezė pasitvirtino, todėl galima konstatuoti, kad specialiųjų poreikių vaikų ugdytojai integruotą ugdymą vertina daugiau teigiamai negu neigiamai. - SUP vaikų integracijai bendrojo lavinimo mokykloje atsižvelgiant į šiuolaikinius integracijos modelius ir teisinius pokyčius šalyje yra sudaromos pakankamai palankios sąlygos. Mokyklos bendruomenė turi galimybę lanksčiai parinkti ugdymo turinį, kurti individualias programas, parinkti mokymo metodus, skatinti specialiųjų poreikių mokinių kūrybinį aktyvumą. - pagrindiniai veiksniai, darantys įtaką sėkmingam specialiųjų poreikių vaikų integruotam ugdymui bendrojo lavinimo mokykloje: teigiamo pedagogų požiūrio į specialiųjų poreikių vaikus ir integruotą ugdymą formavimas; vaiko ypatingų poreikių pažinimas ir jų tenkinimo efektyvumas; didelis dėmesys specialiųjų... [toliau žr. visą tekstą]
Considering modern-day topicalities and realities, the conditions of integrated education of special needs children are discussed, the factors having influence on the successful integrated education of special needs children are distinguished and special needs children's educators attitudes towards integrated education in comprehensive school, common feelings of special needs children and the aspects of their intercourse is revealed. Hypothesis of research: special needs children's educators value the integrated education more positively than negatively. Aim of research: to reveal special needs children's educators’ attitudes towards integrated education in comprehensive school. Main conclusions: The hypothesis of the main aim of the work has confirmed, so it can be stated that educators value the integrated education more positively than negatively. - sufficiently beneficial conditions are established for the integration of special needs children in comprehensive school considering modern models of integration and legal changes in the country. The school community has the possibility to choose the content of education supply. To create individual programmes, to choose the methods of teaching, to encourage pupils’ creative activity. - the main factors having influence on successful integrated education of special needs children in comprehensive school are following: formation of positive attitude of educators towards the children of special needs and integrated education... [to full text]

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Petersen, Carola. „Educators' perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape“. Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2636.

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Magister Educationis - MEd
This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
South Africa

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Scott, Robert Bruce. „Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student“. Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.

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Doctor of Education
Department of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.

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Swoboda, Brenda. „Comfort levels of regular educator's with special education issues an illustration of training needs /“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000swobodab.pdf.

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Mesumbe, Iris. „Att hjälpa alla elever nå målen : En holistisk och kontextuell specialpedagogisk studie om lärarnas önskemål och behov“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25425.

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There is a discrepancy between national school guidelines towards inclusive education, and the current political trend towards economic efficacy, that may be problematic for teachers. The aim of this contextual study is to formulate a contextual understanding of the participating teachers’ perceptions of their effort to help all their students achieve the goals set forth by school curricula, and use this understanding for the purpose of suggesting points of entry for special needs educators´ guidance of teachers’ practices towards more inclusive education. Information was gathered by sending an extensive web questionnaire to all teachers within a given headmaster´s administration, sending web questionnaires to a majority of third grade students taught by those teachers, conducting interviews with a few of the participating teachers as well as with the special needs educators, carrying out a classroom observation, and gathering additional information concerning working conditions and social interactions. The data gathered in this case study has been subjected to an analytical process comprising of an assessment of the degree of inclusive approach, using the Inclusive Approach through Participation as well as the Framework of Participation, technical triangulation of all data post the inclusive assessment, and analysis of context by the Ecology of Human Development/the Bioecological Theory. The analytical process has resulted in a contextual description that has enabled me to suggest possible points of entry to be used in special needs educators’ guidance of teachers’ practices towards inclusive education. The degree to which there exists a collegial sense of security, varied forms of teacher-student interactions, collegial cooperation, pedagogical discussions, a dialogue in search of mutual understanding, and consequent follow-ups appears, in the light of the limited selection of participants, as relevant to these teachers ability to help their students. Further research is needed to identify valid points of entry for special needs educators’ guidance of teachers’ practices towards inclusive education. This contextual study will hopefully inspire further research into teachers´ perceptions of their work to facilitate implementation of inclusive education and thereby improve every student´s ability to achieve the set goals.

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Glynn-Rule, Linnea. „The family as educator : a study of families with children with special needs“. Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359550.

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Stenberg, Christel, und Nina Fjeldly. „"Spindeln i nätet och nageln i ögat" : Speciallärares kartläggning och identifikation av nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter“. Thesis, Malmö universitet, Institutionen för skolutveckling och ledarskap (SOL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44266.

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Syfte och frågeställningar Examensarbetets syfte är att bidra med kunskaper om hur några speciallärare kartlägger och identifierar nyanlända elever i grund- och gymnasieskolan med troliga specifika språk-, skriv- och lässvårigheter, såsom språkstörning och dyslexi, till skillnad från mer vanliga andraspråkssvårigheter som uppstår i mötet med det nya språket. Vi vill lyfta några speciallärares uppfattningar och beskrivningar om kartläggning till ytan och öka förståelsen hos berörda aktörer inom och utanför skolan. Målet är att utveckla och stärka de rutiner som omgärdar speciallärares befintliga arbete med denna elevgrupp så att nyanlända i behov av särskilt stöd bereds större möjlighet till specialpedagogiskt stöd. Examensarbetet är ett litet bidrag till ett mycket större forskningsfält som handlar om att främja inkludering och motverka utanförskap. Våra frågeställningar är: - Hur får speciallärare kännedom om nyanlända elever med språksvårigheter? - Vilka metoder och verktyg använder sig speciallärare av för att identifiera nyanländamed troliga specifika språk-, skriv- och lässvårigheter? - Vad krävs för att en nyanländ elev med språksvårigheter ska få specialpedagogiskt stöd? Teori Resultatet speglas mot den sociokulturella teorin samt kritiskt- och dilemmaperspektiv. Metod Metodansatsen är en kvalitativ intervjustudie med en fenomenologisk ansats. Datainsamlingsmetoden består av semistrukturerade intervjuer med företrädesvis speciallärare med, mer eller mindre, erfarenhet av arbete med nyanlända elever. Analysmetoden är en kvalitativ innehållsanalys. Resultat Examensarbetets resultat visar på vikten av att rektor/skolan/huvudman har rutiner runt de nyanlända och flerspråkiga eleverna. Det visar dessutom att speciallärare måste inse sin betydelse och definiera sin roll i de nyanlända och flerspråkiga elevernas lärmiljöer för att möjliggöra för elevgruppen att få specialpedagogiskt stöd vid behov. Samverkan på olika nivåer, i och utanför skolans organisation, och dialogen aktörer emellan är själva motorn i speciallärares arbete med att identifiera nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter. Att vara en “spindel i nätet” mellan olika aktörer och “en nagel i ögat” på ledningen med stöd av forskning. Likställt är de materiella verktyg, eller artefakter, som speciallärare använder sig av för att kartlägga elevernas svårigheter och behov. I relation till testmaterial har examensarbetet synliggjort att det i nuläget inte finns några flerspråkiga språktest som är helt tillförlitliga. Det finns därför inga skäl för speciallärare, rektorer med flera att invänta en eventuell logopedutredning om det enda skälet är att eleven ska tillhandahålla specialpedagogiskt stöd som den enligt Skollagen (SFS 2010:800) är berättigad till oavsett. Det får som konsekvens att om en nyanländ elev, efter en kartläggning/bedömning med hänsyn tagen till dess första- och andraspråk, tycks ha specifika svårigheter ska ett specialpedagogiskt stöd ges! Specialpedagogiska implikationer Specialpedagogiska implikationer berör framförallt avsaknaden av tillförlitliga flerspråkiga språktester. Forskningen visar att en specifik svårighet inte är isolerad till ett språk utan visar sig på/i samtliga språk. Den visar också att desto tidigare en svårighet identifieras och adresseras desto tidigare kan adekvata insatser sättas in. Avsaknad av rutiner kring den specialpedagogiska verksamheten i ärende som rör nyanlända är dessutom en källa till frustration som flera informanter förmedlar. Denna pedagogiska sårbarhet (Bruce, 2018), där vänta-och-se-attityder, nån-annan-ism och låga förväntningar förekommer, försätter eleven i språklig sårbarhet (Bruce, a.a). Samtal på olika nivåer i verksamheten, med varje nyanländ elevs bästa för ögonen, är därför av avgörande betydelse. Skolverkets obligatoriska ”Kartläggning av nyanlända elevers kunskaper” är att betrakta som ett viktigt underlag för dessa samtal. Det är således dags att uppdatera de rutiner som håller tillbaka och fördröjer insatser som skulle kunna stötta elevgruppens språk- och kunskapsutveckling.

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Harkins, Bradford J. „Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District“. Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293610.

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Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all student subgroups, it is imperative that it be properly implemented. Research has established that a critical component for proper implementation is an understanding of baseline attitudes in regard to inclusive education held by educators. The purpose of this study is to explore the attitudes of pre-K-12 general and special education teachers, school site administrators, school psychologists, paraprofessionals, physical and occupational therapists, speech and language therapists, certified non-teaching, school office staff and special education office staff in a medium-sized school district in southern Arizona. This study examines attitudes held by educators, their foundations of knowledge, attitudes, perceptions and opinions that shape their attitudes; and potential recommendations for implementation strategies that are predicted to be successful by these educators.

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Celic, Katarina. „Through the parents' and educators' eyes: Play of preschool aged children in need of special support“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40784.

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Play is the primary activity of childhood. It is connected to other areas of child’s development, therefore through play, children improve skills and abilities. The most common categorization of play is into the developmental and social aspect of play. The highest level of play is achieved when the true social play occurs. The ideal setting for social play to occur is early childhood education and care (ECEC) institutions. ECEC in Croatia is striving for inclusion of children with difficulties/special needs, as stated in Croatian ECEC leading documents. In this study, these children will be referred to as children in need of special support since is perceived that name reflects the bio-psycho-social model of disability that recognizes issues in child´s functioning, apart from the child itself, coming from the environment. All the services, for children in need of special support, including ECEC are disability-based. It has been found that children in need of special support experience problems during play which affects other domains of development. The purpose of the study is to investigate play of children in need of special support and the factors, i.e., facilitators and barriers for their play. Play of the children in need of special support is chosen to be explored through the perception of their parents and educators with the use of the grounded theory approach. After collecting data through interviews and preformed data analysis, characteristics of play children in need of special support display together with the factors that affect play positively or negatively emerged. Factors were found to affect children’s play directly or indirectly. The most outstanding facilitators for children’s play were found to be the parents’ and educators’ actions and attitudes regarding the importance of play. The most substantial barriers were found to lie in the children’s characteristics concerning play which were tended to be perceived as consequences of their difficulties and diagnosis-based educational and social systems. Furthermore, the schooling system forcing ECEC institutions to focus on early preparedness for academic success, putting play aside emerged as a notable barrier for the play.

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Paukštienė, Genutė. „Pedagogo specialiųjų kompetencijų ypatumai, ugdant specialiųjų poreikių turinčius vaikus“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183035-18361.

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Pastarųjų metų pasikeitimai visos Lietuvos valstybės gyvenime diktuoja naujus ir ganėtinai aukštus reikalavimus pedagogo kompetencijai. Perėmus europinę patirtį ugdyti neįgaliuosius kartu su normalios raidos bendraamžiais, pedagogams iškyla poreikis įgyti papildomos kompetencijos, ugdyti ypatingus, išskirtinius, t.y. (SP)specialiųjų poreikių turinčius vaikus.
The recent changes of in Lithuanija diktate neww and rather high requirements for the edukator's competence.Having absorbed the European experience of educating disabled children together with normally developed children of the same age, educators feel the need to gain additional competence how to edukate special, extraordinary children,i.e. children with special needs (SN children).

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Malmström, Andreas. „Elevers perspektiv på den fysiska lärmiljöns utforming för ökad inkludering : En fallstudie av tillgänglig lärmiljö på en högstadieskola“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19450.

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The purpose of this study was to research what needs students feel that they have, linked to the physical learning environment in the classroom, and how this affects their conditions for learning. These needs can then hopefully give an indication of how the physical learning environment can be designed and adapted to increase its accessibility and thus reduce the need for exclusionary measures. The theories of the study concern thoughts about inclusion and theories about how the physical learning environment can be changed based on students' needs. The theoretical framework is based on a socio-cultural perspective, the ecological system theory and from the special educational perspective. Both a quantitative and a qualitative approach have been used in the form of questionnaires and semi-structured interviews with students in one high school. The interview questions were worked out on the basis of the results of the survey. A comparison of the results from the respective survey method has been made and analyzed on the basis of the theoretical framework. The pupils experienced a need to reduce both auditory and visual distractions. A high proportion of students felt that the order and study area in the classrooms were not so good. The furniture's adaptation to the students physical conditions deteriorated with the students’ ages. Posters and other information on the walls seemed distracting to some students, while the majority were not disturbed by it or even gave a positive effect. The availability of tactile aids facilitated the conditions for concentrating for certain students. The development of the school's learning environments can, on the basis of the study, be beneficial to all school students and not isolated to students in difficulty to increase the scope of inclusion with all its advantages. Hopefully, the study can provide indications of what needs in the physical learning environment that can be found in students.

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Åkerberg, Veronica. „Framgångsfaktorer i undervisningspraktiken : Elevers, specialpedagog och speciallärares upplevelser av framgångsrikt stöd för elever på högstadiet som befinner sig i läs- och skrivsvårigheter“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67967.

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Syftet med denna undersökning är att bidra med förståelse gällande vad elever på högstadiet med verifierade läs- och skrivsvårigheter, samt specialpedagoger och speciallärare, vilka är verksamma i samma årskurser, upplever vara framgångsfaktorer i undervisningspraktiken. Undersökningen utgår från en fenomenologisk teori och metod, vilket innebär att det är elevers, specialpedagogs och speciallärares upplevelser av fenomenet framgångsfaktorer som fokuseras. Fem elever, en specialpedagog och en speciallärare har intervjuats och resultatet har analyserats utifrån en fenomenologisk bearbetnings- och analysmetod. Undersökningens resultat påvisar några teman som de fem eleverna och specialpedagog och speciallärare anser vara betydelsefulla för att nå framgång. Dessa utgörs av betydelsefulla personer i och utanför skolan, motivation och självbestämmande, samt strategier och verktyg. Undervisningens betydelse belyses främst av specialpedagog och speciallärare. Betydelsefulla kunskapsbidrag är elevernas markering att de extra anpassningar och särskilt stöd som är framgångsrikt är ytterst individuellt och att detta måste utvecklas i dialog med den enskilda eleven.
Thepurpose of this survey is to provide understanding of what students in grade7-9 with verified reading and writing difficulties, also known as dyslexia, aswell as special educators and special needs teachers who work in the same gradeexperience success factors in teaching practice. The study is based on aphenomenological theory and method, which means that it is the pupils, specialeducators and special needs teachers experiences of the phenomenon of successfactors that are focused. Five students, a special educator and a special needsteacher have been interviewed and the results have been analyzed on the basisof a phenomenological method. The results of the study show some themes thatthe five students, the special educator and special needs teacher consider tobe important in order to achieve success. These consist of significant people inside and outside school, motivation and self-determination, as well as strategies and tools. The importance of teaching is primarily highlighted byspecial educator and specialist teacher. Significant knowledge contribution is the students' markthat the additional adjustments and special support that are successful areextremely individual and that this must be developed in dialogue with the individual student.

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Berg, Knutsson Helén. „Specialpedagogens kompetens. Hur kan det se ut i förskolan? The special needs educator competence in school improvement. How does it work in the preschool?“ Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32377.

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Bakgrund till val av ämnet är min upplevelse efter många års arbete i förskolan att dilemmat i skolutvecklingsarbetet är att det upplevs som ”en läxa uppåt”. I Skollagens 4 kapitel poängteras det systematiska kvalitetsarbetet och i Läroplan för förskolan (Lpfö, 98/10) finns de nationella målen som inte har några kunskapskrav på det enskilda barnet utan måluppfyllelsen i förskolan innebär att förskolan ska bidragit till varje barns utveckling och lärande. Syftet med studien var att undersöka hur skolutveckling förstås på förskolepersonals-, förskolechefs- och verksamhetschefsnivå och hur personal och chefer på dessa nivåer såg på det systematiska kvalitetsarbetet i relation till skolutveckling samt hur specialpedagogens kompetens i skolutvecklingsfrågor togs tillvara i förskolan.- Hur beskrivs specialpedagogens uppdrag kring skolutveckling av förskolepersonal, förskolechef och verksamhetschef?- Hur beskriver förskolepersonal, förskolechef och verksamhetschef det systematiska kvalitetsarbetet?- Hur upplevs det systematiska kvalitetsarbetet i praktiken?Studien har genomförts med en hermeneutisk ansats med fokus på att tolka och reflektera kring andra människors känslor, förståelse och kunskap. Det teoretiska ramverket för studien är det systematiska perspektivet där systemtänkandet har tonvikt på det ömsesidiga beroendet mellan individ, grupp organisation och omvärld. Olika perspektiv på skolutveckling, relationer, det institutionella samt specialpedagogiskt perspektivet betonas. Studiens metod bygger på kvalitativ datainsamling av fyra intervjuer. En på förvaltningschefsnivå, en på förskolechefsnivå samt två gruppintervjuer på förskoleverksamhetsnivå. Resultat av studien visade ett behov av kunskapsutbyte i det systematiska kvalitetsarbetet mellan de tre nivåerna förvaltningschef, förskolechef och förskoleverksamhetsnivå. I praktiken, som jag tolkar det utifrån de förskolor som ingick i min studie håller det på att ske ett paradigmskifte där planeringsmöte är utbytt till reflektionsmöte och där mötenas innehåll inte längre bara upptar praktisk planering utan det sker reflektions utbyte mellan förskolepersonalen kring undervisning, bemötande och förhållningssätt. Specialpedagogens roll i skolutvecklingsfrågor lyfts genom sitt förhållningssätt att utmana verksamheten med nya perspektiv. Specialpedagogens implikationer blir att driva en kontinuerlig arbetsprocess genom att utmana och utveckla förskolepersonalen i sin relationskompetens samt att tydliggöra betydelsen av tidig upptäckt tidig insats som i förlängningen kan bli en ekonomisk besparing. Specialpedagogens nära samarbete med förskolechefen är en förutsättning för att specialpedagogens kompetens i skolutveckling ska tas till vara i förskolan.Genom detta arbete ville jag kunna bidra med kunskap om den specialpedagogiska kompetensen och utvidga användningen av den i skolutvecklingsfrågor.
Berg Knutsson, Helén (2015) Specialpedagogens kompetens i skolutveckling. Hur kan det se ut i förskolan. The special needs educator competence in school improvement. How does it work in the preschool. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola.

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Zendegani, Behzad. „Lärarens bedömning av elevers psykosociala skolsituation : Dolda funktionshinder/psykosociala problem“. Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-813.

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Det övergripande syftet med min C-uppsats är att granska lärarens bedömning och perceptio-ner för elever i behov av särskilt stöd och vidare belysa vilka möjligheter och begränsningar de anser sig ha för att kunna ta hänsyn till elever i behov av särskilt stöd samt få en syn på de skolsituationer som barn och elever med dolda funktionshinder och i behov av särskilt stöd kan befinna sig i.

För att få svar på mina frågor har sex lärare inklusive en special lärare intervjuats och samti-digt diskuterades de psykologiska och biologiska faktorer kring barns och ungdomars utveck-ling. Den historiska återblicken ger oss en uppfattning på hur begreppet ”en skola för alla” har utvecklats inom loppet av tiden och vilka syn på barn i behov av särskilt stöd har pedagogerna idag. De centrala frågorna rörde sig om pedagogernas uppfattning om barn med koncentra-tionssvårigheter och deras syn på diagnostisering av barn med problem. En inkluderande inte-grering i jämförelse med segregering diskuterades också samt hur pedagogerna kan hjälpa dessa barn.

Eleverna i skolan är olika och deras olikheter måste mötas med omtanke. För att uppfylla de-ras behov krävs kunniga och kompetenta personal i skolan. Skolan måste ha en fungerande och tillfredställande elevvård för att kunna nå skolans mål. Skolornas neddragningar på grund av ekonomiska problem gör att barn med dolda funktionshinder misslyckas allt oftare i da-gens skola. Dessa orsakar att barn får ett dåligt självförtroende med upprepade misslyckande och försämrar deras problem.

Allmänt finns det en del olika faktorer som ligger bakom barn med koncentrations svårighe-ter. De biologisk och ärftliga faktorer samt tillväxtmiljön och deras samhällsställning kan ge-nerellt nämnas. Brist på tid, ekonomi och kunskap i skolorna är det en barriär för att kunna hjälpa barn med svårigheter.

The comprehensive purpose with this paper is to have a look at teacher’s assessment and per-ception of pupils with special educational needs. And further illustrate which possibilities and restrictions they believe to have, to take children with special educational needs into consid-eration and get a view of school situations who children with hidden functional disability and with special educations needs are at the present.

To get answer to my questions, six teachers inclusive a special teacher for pupils with im-paired disabilities have been interviewed and discussed the psychological and biological fac-tors around children’s development. The historical review gave us a perceptive on how defini-tion of “school for all” has been developed during the time and what is teacher’s opinion on children with special needs today. The central questions were concentrating on teachers un-derstanding of children with concentration difficulty and their opinion on diagnostic of chil-dren with problems. An “including integration” compared to segregating been discussed as well and finally discussed how teachers can help these children.

Pupils in school are not comparable and these differences must meets carefully. To meet chil-dren’s requirements schools have need of personnel’s competence and proficiency. Schools required having functioning and satisfactory pupil welfare to achieve the aim. Lowering of school resources due to economical problems do that child with hidden functional disability fails more often in schools these days. These effects cause that children get a horrific self-confidence and worsen their problems. Generally, there are different factors behind the con-centrations difficulty. The biological and hereditary factors as well as home environment and their class society can points out in general. Lacking of time, economy and knowledge stops teachers to helping children in school.

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Ogestad, Maria. „Rätten att vara en sexuell varelse - men hur? : Föreställningar i särskolan om sexualitet och samlevnad gällande elever med intellektuell funktionsnedsättning“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157134.

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Arbetet i särskolan ska förbereda för vuxenlivet, och sex- och samlevnadsundervisningen ska bedrivas utifrån ett främjande perspektiv med fokus på sexualitet, identitet, normer och jämställdhet. I Skolinspektionens aktuella granskning av sex- och samlevnadsundervisningen framkommer betydande brister. Den här studien vill öka kunskapen om pedagogers föreställningar om sexualitet och sex- och samlevnad avseende elever med intellektuell funktionsnedsättning i särskolan. Undersökningen utgörs av semistrukturerade intervjuer med pedagoger i gymnasiesärskolan. Utifrån ett normkritiskt perspektiv har insamlad empiri analyserats med hjälp av begreppen cripteori, normalitet och empowerment i syfte att beskriva och tolka hur pedagogerna i särskolan förhåller sig till eleverna och deras förmåga och rätt till sin sexualitet. Olika teman har konstruerats ur empirin för att definiera attityder, normer och förhållningssätt. Resultatet visar pedagoger med oerhört engagemang i ett svårt ämne där de känner sig ensamma och utsatta utan pedagogiskt stöd. Eleverna visar en stor önskan att passa in, de skäms för att gå i särskolan och gör allt för att inte framstå som avvikande. Osäkerheten hos pedagogerna är av central betydelse samtidigt som den normkritiska medvetenheten i undervisningen behöver stärkas. Slutsatsen är att kompetensutveckling och pedagogisk vägledning inom särskolan är avgörande för detta viktiga men känsliga ämne.
The work in school for students with special needs should prepare for adult life, and sex and cohabitation education should be based on a promotion perspective with focus on sexuality, identity, norms and gender equality. The School Inspectorate's current review of sex and cohabitation education reveals significant shortcomings. This study aims to increase knowledge about educators' perceptions of sexuality, and sex and cohabitation, regarding students with intellectual disabilities. The study consists of semistructured interviews with educators in special needs upper secondary school. Based on a norm critical perspective, collected data has been analyzed using the concepts of crip theory, normality and empowerment for the purpose of describing and interpreting how the educators relate to the students, their ability and right to their own sexuality. Different themes have been constructed from the collected data in order to define attitudes, norms and approaches. The result shows educators with huge commitment in a difficult field where they feel lonely and vulnerable without pedagogical support. The students show great desire to fit in, they are ashamed of going to special school and do anything to not appear deviant. The insecurity within the educators is of central importance and there is little norm critical awareness in the teaching. The conclusion is that knowledge development and pedagogical guidance within the special needs upper secondary school is crucial in this important but sensitive field.

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Habibi, Behzad. „Barn i socioemotionella svårigheter : utmaningar för lärare och förväntningar på specialpedagogen“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20853.

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Det är vanligt att lärare kommer i kontakt med och undervisar elever som befinner sig i socioemotionella svårigheter. Många lärare känner sig otillräckliga eftersom de finner arbetet med elever i socioemotionella svårigheter som utmanande. Det här har bidragit till att vissa lärare förhåller sig negativt till inkludering. När lärare känner sig otillräckliga finns möjlighet att söka hjälp från specialpedagoger. Därmed blir det betydelsefullt att veta vilka förväntningar lärare har på specialpedagogen. Syftet har varit att utforska hur lärare uppfattar socioemotionella svårigheter och hur de förhåller sig till inkludering. Vidare var syftet att undersöka vilka utmaningar lärarna möter i arbetet med elever i socioemotionella svårigheter samt vilka förväntningar som finns på specialpedagogen. Denna uppsats har en kvalitativ ansats och semistrukturerade intervjuer har genomförts med lärare. Intervjuer genomfördes via röst- samt telefonsamtal. En tematisk analys har tillämpats och de specialpedagogiska perspektiven har använts som analysverktyg. Lärarna framhöll både positiva och negativa aspekter med inkludering gällande elever i socioemotionella svårigheter. Däremot framkom ett mer positivt förhållningssätt om lärarna gavs bättre förutsättningar att genomföra inkludering. Lärarna framhöll det som utmanande att undvara tid åt att hjälpa elever i socioemotionella svårigheter och anpassa undervisningen till deras behov, parallellt med övriga klassen. Den hjälp som förväntades av specialpedagogen önskades ske huvudsakligen genom olika former av samtal.
It is not unusual that teachers come in contact with students who are in socioemotional difficulties. Many teachers feel inadequate while working with students in socioemotional difficulties as they find it challenging. This has contributed to the fact that some teachers have a negative attitude towards inclusion. When teachers feel inadequate, there is the opportunity to seek help from special educators. Thus, it is important for the special educator to know which expectations teachers have on the special educators. The aim of this study was to explore how teachers perceive socioemotional difficulties and how teachers relate to inclusion. Furthermore the aim of this study was to explore what challenges teachers face when working with students in socioemotional difficulties and what expectations there are on the special educator. A qualitative approach has been adopted in study and semi-structured interviews have been conducted with teachers. Interviews were conducted by voice and telephone calls. A thematic analysis has been applied and the special educational perspectives have been used as an analysis tool. The teachers emphasized both positive and negative aspects with inclusion, regarding students in socioemotional difficulties. However, a more positive attitude emerged if they were given better prerequisites to implement inclusion. Teachers emphasized that it was challenging to spend time helping students in socio-emotional difficulties and adapt the teaching to their needs, in parallel with the rest of the class. The help that was expected of the special educator was wanted mainly through various forms of conversation.

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Toerien, Liezel. „Die leerondersteuningonderwyser se persepsie rakende die benutting van spelterapie vir grondslagfase-leerders met besondere onderwysbehoeftes“. Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01252005-102351.

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Segerström, Ulrica. „Specialpedagog på uppdrag : En studie av några lärares förväntningar på specialpedagogens yrkesfunktion“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-712.

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Abstract

Since 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. Primary school teachers have more expectations that the special educator will provide them with support for the whole working team, and how they can proceed to work with their pupils. Junior school teachers in contrast place more emphasis on the special educator working directly with the pupils, and not simply as a source of advice on working methods.

From the analysis we can conclude that primary school teachers have a viewpoint which lies much nearer to that of the relational perspective, whilst the junior school teachers’ are more recognizable as having a categorical viewpoint.

Keywords: Special needs educator, special education, one school for all, professional role, profession.

Sammanfattning

Sedan 1990 utbildas det specialpedagoger som arbetar i såväl förskola som grundskola. Det har inte alltid varit enkelt för specialpedagoger att få mandat att arbeta med sina uppdrag och förväntningarna på dem varierar. Syftet med denna studie är att undersöka hur några förskollärare och grundskollärare skolår 1-5, beskriver sina förväntningar på specialpedagogens yrkesfunktion.

Jag har genomfört individuella intervjuer med tre förskollärare och tre grundskollärare samtliga med minst fem års erfarenhet inom yrket. Intervjuerna har bearbetats och resultatet presenteras i fem teman. Resultatet analyserades sedan i relation till de två perspektiv på specialpedagogisk verksamhet som bland annat beskrivits av Persson (2001), det relationella perspektivet och det kategoriska perspektivet.

Resultatet visar bland annat att förskollärares och grundskollärares syn på specialpedagogens yrkesfunktion skiljer sig åt i denna studie. Förskollärarna ger i högre utsträckning uttryck för en syn på specialpedagogen som en resursperson för arbetslaget som de kan använda som stöd i sitt arbete kring barn i behov av särskilt stöd. Grundskollärarna däremot ger i högre utsträckning uttryck för en syn på specialpedagogen som en resursperson som utför det direkta arbetet med eleverna.

Av analysen framgår att förskollärarna i högre grad ger uttryck för ett synsätt på specialpedagogisk verksamhet som ligger nära det relationella perspektivet, medan grundskollärarna i högre grad ger uttryck för ett synsätt på specialpedagogisk verksamhet som motsvarar ett kategoriskt perspektiv.

Nyckelord: Specialpedagog, specialpedagogik, en skola för alla, yrkesfunktion, profession.

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Bothén, Eva, und Cecilia Jönsson. „Språket i matematiken - ett verktyg att räkna med, en kvalitativ intervjustudie om språkets betydelse för begreppsförståelsen“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30389.

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Syftet med vår studie var att ta reda på hur pedagoger tillvaratar barns informella kunskaper och hur de konkret arbetar för att utveckla barns begreppsuppfattning i matematik med hjälp av språket. Vi avsåg även att undersöka förutsättningarna för en sådan undervisning. Vi ville se till både individ-, grupp- och organisationsnivå. Ytterligare en specialpedagogisk frågeställning som vi avsåg att undersöka var hur barn i behov av särskilt stöd gynnas av detta arbetssätt. Vi genomförde tio kvalitativa forskningsintervjuer, som var delvis strukturerade, med pedagoger som arbetar med språket på ett medvetet sätt i sin matematikundervisning. Pedagogerna valdes ut efter ett riktat urval. Svaren sammanställdes och en analys av svaren gjordes. Resultatet visade att pedagogerna använde sig av laborativa övningar i stor utsträckning i sin undervisning och att samtalen kännetecknades av öppna frågor. För att möjliggöra en undervisning som har språket som verktyg behövs ett medvetet ställningstagande från pedagogens sida, utbildning i matematik, ledningens och kollegors stöd samt tid till planering och reflektion. Alla elever gynnas av en sådan undervisning eftersom den kan individualiseras så att den passar alla.
The aim of this paper was to study how educationalists use the children’s informal knowledge of mathematics, and how they work in order to develop the children’s understanding of concepts using the language as a means. We also intended to investigate the requirements for such teaching. We wanted to look into education regarding individual, group and organizational level. An additional issue, that we wanted to study, was weather children in need of special education benefited from such teaching. We carried out ten qualitative interviews, which were partly structured, with educationalists who used language in order to achieve understanding of mathematical concepts. The educationalists were chosen by a directed selection. The answers were put together and analysed. The result showed that the educationalists used concrete material to a wide extent in their work and that the questions they used were open-ended. To enable a teaching where the language is used as a means for learning, the educationalist needs to make a deliberate decision how to work. Education in mathematics, the support of the management and other colleagues and the time to prepare and reflect are also needed. All children benefit from such education since this way of teaching enables the educationalist to individualize.

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Carlsson, Sara. „Pedagogers arbete för att möjliggöra delaktighet för barn i behov av särskilt stöd“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36693.

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Mitt syfte är att bidra med kunskap om pedagogers arbete med barns delaktighet i förskolan, med inriktning på barn i behov av särskilt stöd. För att undersöka detta har jag gjort intervjuer med pedagoger i förskolan. Jag valde semistrukturerade intervjuer, då jag ville ha öppna svar, med det menas att jag vill ha pedagogens egna ord, inte ett svarsalternativ de kan välja på. Resultatet visade att alla pedagoger i intervjuerna anser att delaktighet är något alla ska få och att vara en del i gruppen är en självklarhet. De kämpar varje dag för att delaktighet ska finnas genom att stötta och finnas där för de barn som har en resurs knuten till sig. Stöttningen kan bestå i exempelvis att pedagogerna finns nära för att förtydliga och utveckla barns språk. Hjälpa barnen att förstå lekens regler och stötta till delaktighet i lekar och aktiviteter med andra barn på förskolan. De använder olika former av kommunikativa hjälpmedel, den vanligaste är TAKK, tecken som alternativ kompletterande kommunikation. De personer jag intervjuat beskriver olika arbetssätt. Några hade resurs i barngruppen, andra hade resurs kopplat till ett specifikt barn. De var alla överens om att det var bra för både barn och pedagoger att variera resursperson. Ett öppet arbetslag där de kan gå in för att byta av varandra gjorde att de orkade med resursarbetet då det ibland inte bara är psykiskt tungt utan även fysiskt. För att möjliggöra delaktighet i gruppen arbetar de ofta i smågrupper. Detta för att få en nära kontakt med gruppen och det specifika barnet. Det gör det också möjligt för alla barn att få egna positiva upplevelser av lek och aktivitet med de barn som behöver extra stöd. De är alla överens om att leken är en svår situation för delaktighet. Pedagogerna i min studie och tidigare forskning (Luttorpp, 2011; Skogman, 2004) menar att barnets förmåga till initiativtagande och flexibilitet har stor påverkan för delaktighet. Som en utmaning lyfte de alla tiden, tiden för reflektion, tiden att få kunskap och tiden att bara finnas.
The purpose of my study is to bring more knowledge regarding children in need of special support and how preschool teachers work with the participation of children in need of special support. I interviewed a number of educationalists from different preschools and I have chosen a form of questions with open answers. They all believe that it is very important for all children to have the opportunity to participate by their own abilities. Children with special needs get extra support, for example help to understand the child’s own language, words or special signs. It could also be to help the child to be included in the play and other common activities and to understand the playing rules. This can be done by alternative communication. There are different kinds of communication. Often used is TAKK, a method of using signs as supplemental communication. The interviewee’s describe different form of work processes. Some of them had resources in the children groups, while others had resources connected to a specific child. They all agreed that variation of resource persons is good for both the children and the educators. A better way of work would be a team where they could cover for each other. It is not just psychology tough but also physical. To make it easier for participation in the group they often have the children in small groups. This is to get a good contact with the group and with the specific child. It is also to create possibilities for children without disabilities to get their own positive experience from play and activities with children with special needs. They all agree that play is a difficult situation for participation where the flexibility and ability to take initiative of the child is very important. As a challenge, they all lifted time for reflection, time to get more knowledge and time just to be.

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Svanerud, Eva. „Att stödja alla barns lek och lekandet i förskolan ur ett specialpedagogiskt perspektiv“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20852.

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Bakgrunden till denna studie är att undersöka och kritiskt granska synen på lek och vilket handlande det kan generera. Särskilt avser studien undersöka hur förskollärare, specialpedagoger och rektorer ser på förskollärares handlande samt hur den specialpedagogiska rollen beskrivs i relation till förskollärares handlande och barns lek. Tidigare forskning hänvisar till att förskollärare har behov av kunskap för att agera stödjande i förhållande till barns lek. Studier pekar på att omkringliggande samverkansfaktorer är avgörande för förskollärares möjligheter, där betydelsen av ett systematiskt tänk i organisationer visar på positiva effekter i ett långsiktigt perspektiv. Studien utgår från systemteoretiska synsätt samt från kommunikationsteoretiska, sociologiska och kulturella synsätt på lek. Både kvalitativ metod i form av fokusgruppintervjuer och kvantitativ metod i form av enkät har använts. Fokusgruppintervjuer har genomförts med förskollärare och specialpedagoger och digital enkät med öppna frågeställningar till rektorer. Resultaten från intervjuer och enkät visar att lekens betydelse behöver lyftas för att möjliggöra förskollärares handlade i samverkan med specialpedagog och rektor. Resultatet visar också att förskollärare handlande styrs av andra delar i organisationen som ses som viktigare. Andra delar som framkommer är behov av kunskap av betydelsen av vuxnas agerande i förhållande till lek som innefattar teorier kring lek samt att lyfta leken i de lokala styrdokument och uppföljningsverktyg som används. Sammantaget kan resultatet relateras till ett helhetstänk som kan bidra till ett systematiskt arbete runt lek i en organisation. Genom fokus på professioners handlande gällande barns lek och ett proaktivt arbetssätt kan barn stödjas i socialt samspel som ett sätt för att minimera risken för utanförskap.
The basis of this study is to investigate and critically examine the view on play and what action it can generate. In particular, the study aims to investigate how preschool teachers, special educators, and principals view preschool teachers' behavior, as well as how the role of the special education teacher is described in relation to preschool teachers behavior and childrens play. Previous research refers to preschool teachers having a need for knowledge in order to act in a supportive way in relation to children's play. Studies indicate that surrounding collaboration factors are crucial for preschool teachers' opportunities, where the importance of systematic thinking in organizations shows positive effects in a long-term perspective. The study assumes the systems theory perspective as well as the communication theoretical, sociological, and cultural approaches to play. Both a qualitative method in the shape of focus group interviews as well as a quantitative method by way of questionnaires have been used. Focus group interviews have been carried out with preschool teachers and special educators, and digital questionnaires with open questions for the principals. The results from interviews and questionnaires illustrates that the importance of play needs to be emphasized to enable preschool teachers to act in collaboration with special educator and principal. The results show that the preschool teacher's actions are guided by other parts of the organization that are seen as more important. Other parts that appear in the results are the need for knowledge of the meaning of adult's actions in relation to play that involves theories around play, and to lift play in the local control documents and follow-up tools that are being used. Overall the result can be seen related to holistic thinking that can contribute to a systematic work around play in an organization. Through focus on professionals' actions regarding children's play and a proactive way of working, children can be supported in social interaction as a way to minimize the risk of exclusion.

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Terneborg, Kea. „Konsten att fördela min uppmärksamhet på bästa sätt“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19034.

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Min uppsats handlar om situationer där jag har svårt att fördela min uppmärksamhet. Mitt fokus läggs antingen på barnet med speciella behov eller på barngruppen. I essän för jag en diskussion runt mitt eget förhållningssätt kring detta. Den senaste tiden har vi upplevt en trend att barn med särskilda behov ska inkluderas i all skolverksamhet. Syftet är naturligtvis gott, men min upplevelse är att det ibland kan leda till en ny form av exkludering. Det vill säga att de barn som inte fungerar som förväntat kan känna sig ännu mer utanför vilket kan få konsekvenser för att uppnå kunskapsmålen. Hur kan jag hantera detta som pedagog? I min essä undersöker jag problemet med hjälp av ett antal etiska teorier, pliktetik, utilitarism, diskursetik och fronetisk etik.

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Wrang, Elisabeth. „Man trollar med knäna och väcker inte den björn som sover : Några lärares syn på extra anpassningar“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142037.

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Lagen om extra anpassningar, särskilt stöd och åtgärdsprogram trädde i kraft den 1 juli 2014. Denna lag påverkade all personal från förskola till gymnasium och till sin hjälp fick skolorna allmänna råd från Skolverket med kommentarer om hur arbetet med extra anpassningar ska utföras. Syftet med detta examensarbete är att bidra med lärdomar om gymnasielärares erfarenheter av och kunskaper om extra anpassningar. För att få reda på det har sex gymnasielärare intervjuats om sitt arbete med extra anpassningar. Deras svar har sedan tolkats utifrån tematisk analys. I denna studie framkommer det bland annat att ingen av lärarna har något dokument att följa som beskriver vad extra anpassningar är. Det framkommer en osäkerhet bland lärarna gällande vad begreppet extra anpassning innebär, likaså när det gäller hur de ska nå de omotiverade eleverna med hjälp av extra anpassningar, samt vid betygsättning av elever som fått extra anpassningar. Det verkar vara de informella samtalen och diskussionerna lärare emellan som främst ger de idéer och lösningar gällande extra anpassningar som efterfrågas av lärarna. Slutsatsen i min studie är bland annat att de lärare som jag intervjuat inte riktigt har de förutsättningar som behövs för att arbeta med de extra anpassningar som lagen föreskriver. När lärare behöver hjälp kring stödformen extra anpassning från elevhälsan är det inte alltid att de får det. Tydligt är också att information från Skolverket om vad extra anpassningar är, är bristfällig och svår att tolka för lärarna.
The Act on Additional Adjustments, Special Support and Action Programs came into force on July 1, 2014. This law affected all staff in preschool to upper secondary school and, in turn, the schools received general advice from the National Agency for Education with comments on how to work with additional adjustments. The purpose of this graduate project is to contribute lessons learned from secondary teachers' experience and knowledge of additional adjustments. To find this out, six secondary teachers have been interviewed about their work with additional adjustments. Their answers were after that interpreted based on thematic analysis. In this study, it is found that none of the teachers have any document describing what additional adjustments imply. There is an uncertainty among teachers regarding what additional adjustments means, and how to reach the unmotivated students with the help of additional adjustments, as well as in the assessment of pupils who have received additional adjustments. It seems to be the informal conversations and the discussions between teachers, that mainly gives the ideas and solutions regarding additional adaptations demanded by the teachers. The conclusion in my study is, among other things, that the teachers I interviewed do not really have the conditions needed to work on the additional adjustments required by the law. When teachers need help with the additional adjustment from pupil health, it is not always that they get it. Clearly, information from the National Agency for Education about what additional adjustment is, is insufficient and difficult to interpret for the teachers.

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Ulrica, Franck, und Hajgató Susanne. „Barn eller pedagoger i behov av särskilt stöd : Att inkludera alla barn med hjälp av specialpedagogiska insatser i förskolan“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22043.

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Syftet med vår studie är att bidra med kunskap om hur förskollärare beskriver barn i behov av särskilt stöd och hur de resonerar kring att inkludera alla barn på förskolan. Vi undersöker även vilken roll specialpedagogen har till förskollärare och barn i behov av särskilt stöd på förskolan. I förskolan placeras alla barn, oavsett behov, eftersom det inte finns några andra skolformer och därför blir inkludering en intressant fråga. Som blivande specialpedagoger undrar vi över vilka möjligheter förskollärare har för att inkludera alla barn, med olika behov på förskolan, samt hur specialpedagogen med sin kompetens kan vara ett stöd för barn och förskollärare. Vår undersökning bygger på en kvalitativ ansats med åtta intervjuade förskollärare. Våra frågeställningar är: Hur beskriver förskollärare barn i behov av särskilt stöd? Hur resonerar förskollärare kring förutsättningar för att inkludera alla barn på förskolan? Vilken roll har specialpedagogen till förskollärare och barn med behov av särskilt stöd på förskolan, enligt förskollärarna? Teoretiska ansatser i studien är det sociokulturella perspektivet samt de specialpedagogiska perspektiven, kategoriska, relationella och dilemmaperspektivet. Sammanfattningsvis pekar resultatet på att barn i behov av särskilt stöd beskrivs kunna vara ett barn med språksvårigheter, alltifrån att vara tillbakadragen till att kunna vara utåtagerande som behöver stöttning och vägledning för att klara vardagen och det sociala samspelet. Det sociokulturella perspektivet genomsyrar pedagogernas förhållningssätt då kommunikation och interaktion visar sig vara viktiga begrepp i arbetet med att inkludera alla barn. Vidare är det relationella synsättet bärande i studien då förskollärarna anser att arbetssätt samt miljö ska förändras och anpassas så att alla barn kan delta på lika villkor i förskolan verksamhet. Dilemmaperspektivet blir synligt då resultatet visar att förutsättningarna är olika ute på förskolorna kring bland annat samarbete med andra professioner, barngrupper och personalresurser. Specialpedagogiska implikationer som lyfts i studien är pedagogernas samarbete med specialpedagogen som genom sitt förebyggande arbete hjälper och stödjer med olika samtalsmetoder, förhållningssätt och språkstödjande material att inkluderar alla barn i förskolan.
The purpose of our study is to contribute knowledge about how preschool teachers describes children in need of special support and how they discuss about including all children in the preschool. We also investigate how the role of the special educator is for preschool teachers and children with needs at preschool. In preschool, all the children are placed, regardless of need, because there are no other forms of schooling and therefore inclusion becomes an interesting issue. As future special educators, we wonder what opportunities preschool teachers have to include all children, with special needs in preschool, and how the special educator with his competence can be a support for children and educators. Our study is based on qualitive interviews with eight preschool teachers. Our questions are: How are children in special needs described by the preschool teachers? How preschool teachers discuss about the conditions for including all children in preschool? What role does the special educator have in relation to the preschool teachers and the children in need of special support at the preschool, according to preschool teachers? The theoretical approaches in the study are the socio-cultural perspectives, the special educational perspectives as well as the categorical, relational and quandary perspectives. In summary the result indicates that children with special needs are defined as children with speech difficulties, from being withdrawn to being outspoken with the need of extra support and guidance to cope with everyday life and social interactions. The socio-cultural perspective permeates the special educator´s approach as communication and interaction prove to be important concepts in the work of including all children. Furthermore, the relational approach is fundamental in the study as the preschool teachers believe that work procedures and the environment should be changed and adapted so that all children can participate on equal terms in the preschool´s activities. The quandary perspective becomes obvious as the results show that the conditions are different in the preschools when it comes to collaboration with other professions, groups of children and staff resources among other things. The special educational implication that has been highlighted in the study is the collaboration with special educators, who through their preventive work help and support the children by using different conversational methods, approaches and speech encouraging material.

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Chahini, Thelma Helena Costa. „OS DESAFIOS DO ACESSO E DA PERMANÊNCIA DE PESSOAS COM NECESSIDADES EDUCACIONAIS ESPECIAIS NAS INSTITUIÇÕES DE EDUCAÇÃO SUPERIOR DE SÃO LUIS-MA“. Universidade Federal do Maranhão, 2006. http://tedebc.ufma.br:8080/jspui/handle/tede/265.

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In the present study the main challenges are analyzed to be surpassed so that pupils with visual deficiency, auditory and physical they have access, permanence and attendance specialized in the Institutions of Higher Education of São Luis-Ma (IES-MA), in accordance with the effective federal legislation. Exactly having its rights assured for the Brazilian Federal Constitution (1988), the people with educational necessities special (NEE) do not have the guarantee of the same ones. Of a poor fraction of the related pupils who come receiving some form educational attendance "especial", the majority does not obtain to arrive at the Higher Education.
No presente estudo são analisados os principais desafios a serem superados para que alunos com deficiência visual, auditiva e física tenham acesso, permanência e atendimento especializado nas Instituições de Educação Superior de São Luis-Ma (IES-MA), de acordo com a legislação federal vigente. Mesmo tendo seus direitos assegurados pela Constituição Federal Brasileira (1988), as pessoas com necessidades educacionais especiais (NEE) não tem a garantia dos mesmos. Da reduzidissima fração dos referidos alunos que vêm recebendo alguma forma atendimento educacional "especial", a maioria não consegue chegar à Educação Superior.

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Englund, Josefin. „Förskolan som ska inkludera alla : En studie om pedagogers erfarenheter och kunskaper om barn i behov av stöd“. Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32353.

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Syftet med studien är att ta reda på hur pedagoger inom förskolan beskriver inkludering av barn i behov av stöd. Hur pedagogen ser på sitt uppdrag att inkludera alla barn i förskolan? Hur kan pedagogen lyfta sig själv och samtidigt ge andra i sin omgivning kunskaper kring barns behov av stöd? På vilket vis kan den kompetenta pedagogen se barnet med behov av stöd? Som metod har jag valt att göra en kvalitativ studie genom intervjuer. Jag valde tre förskolor i tre olika bostadsområden. Resultatet visar att samtliga tre pedagoger anser att det är viktigt att alla barn inom förskolan blir inkluderande, oavsett om de har behov av stöd eller inte. Resultatet visar även att pedagogernas förutsättningar för att ta emot ett barn i behov av stöd ser olika ut. Deras uppfattning är att de själva får söka adekvat utbildning och / eller litteratur. De menar vidare att det viktiga i arbetet med barn i behov av stöd är att det finns ett anpassande förhållningssätt och att man alltid ser till barnets bästa.

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Resende, Adélia de Jesus Jacinto. „Reflectir para (re) construir práticas: a leitura e a escrita - percepções dos professores face às dificuldades de aprendizagem e às necessidades educativas especiais“. Master's thesis, [s.n.], 2009. http://hdl.handle.net/10284/1394.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia da Educação e Intervenção Comunitária.
A Educação, bem como a reflexão sobre a mesma, é uma premissa absolutamente prioritária que poderá determinar o mundo futuro que queremos construir. Essa reflexão implica a necessidade de repensar o que se ensina e como se ensina, tendo em conta a singularidade de cada aluno no processo de ensino/aprendizagem e ainda como “pano de fundo” a importância de aprender a ler e a escrever numa óptica “ler e escrever para aprender”. Assim, na Parte I do presente trabalho, aprofundamos e reflectimos sobre a inevitabilidade da comunicação entre os indivíduos e a importância da leitura e da escrita para viver na sociedade contemporânea, fundamentando os conceitos e teorias que nos pareceram mais apropriadas. Se cada indivíduo é um ser singular e único, então a aprendizagem não se efectua da mesma forma em todos os sujeitos/alunos. Por outro lado, encontramos por vezes dificuldades no processo de aprendizagem devido às várias perturbações existentes naquele processo. Estas perturbações poderão ser devidas a variadas causas, tais como deficiências, incapacidades, défices de atenção, défice intelectual, entre outras, consideradas aqui como Necessidades Educativas Especiais. Poderão, também ser consideradas Dificuldades de Aprendizagem quando se verifica discrepância significativa entre o potencial do aluno e as suas realizações efectivas não correspondendo às que deveria ter, de acordo com a faixa etária e o ano de escolaridade, havendo, no entanto, na ausência de deficiências, quociente de inteligência igual ou superior à média e não tendo proveniência de meios sócio culturais desfavorecidos. Debruçamo-nos, ainda, ao estudo da problemática, das Dificuldades de Aprendizagem, das Dificuldades de Aprendizagem Específicas da leitura e da escrita (dislexia, disgrafia e disortografia), bem como das Necessidades Educativas Especiais. Na Parte II, após levantamento das percepções/vivências dos professores do 1º ciclo do Ensino Básico do nosso Agrupamento, acerca das perturbações da aprendizagem e mais concretamente sobre as Dificuldades de Aprendizagem, apresentamos os resultados, respectivo tratamento e discussão dos mesmos. Analisadas as respostas do inquérito por questionário, reflectimos sobre as mesmas, tecendo algumas considerações finais. A importância de repensar os conceitos fundamentais da Educação de hoje, bem como das respostas a dar, é de crucial valor, tendo em vista perspectivar um mundo melhor e com maior qualidade para todos, em geral e para os intervenientes no processo educativo, em particular. Estamos, no entanto, conscientes de que há muito ainda para fazer e que esta modesta investigação nos deixa a aspiração para novos trabalhos, novas investigações e contínuas reflexões – acções. Education, as well as the reflection upon it, is an absolute priority premise which can determine the future world which we want to build. This reflection implies the need to rethink about what we teach and how we teach, bearing in mind the singularity of each student in the teaching/learning process and also as a ‘’backdrop’’ the importance of learning to read and write in the view of ‘’reading and writing in order to learn’’. Thus, in Part I of this work, we look into and reflect upon the inevitability of communication between individuals and the importance of reading and writing in order to live in contemporary society, based on concepts and theories which seem most appropriate to us. If each individual is a singular and unique being, then learning does not take place the same way with all subjects/pupils. On the other hand, we sometimes find difficulties in the learning process due to the various disturbances which exists in the process. These disturbances can be due to various causes, such as deficiencies inabilities, attention deficits, intellectual deficit, amongst others, considered here as Special Education Needs. What may also be considered are Learning Difficulties when significant discrepancy is verified between the pupil’s potential and his/her actual achievements not corresponding to what he/she should get, according to the age group and school year, having, meanwhile, in the absence of deficiencies, an intelligence quotient equal to or above the average and not having come from unfavourable sociocultural backgrounds. We, also look into the study of the problematic of the Learning Difficulties, Specific Learning Difficulties of reading and writing (dyslexia, disgraphy and disorthography), as well as the Special Educational Needs. In Part II, after gathering the perceptions/experiences of primary school teachers (1st cycle: year1 – year 4) from our school group, regarding learning disturbances and more concretely regarding Learning Difficulties, we (will) present the results, respective treatment and their discussion. Having analysed the replies to the investigation questionnaire, we (will) reflect upon them, weaving some final considerations. The importance to rethink about the fundamental concepts of today’s Education, as well as the answers to give, is of crucial value, bearing in mind the perspective of a VI better world with higher quality for all in general and particularly for the interposers in the educational process. However, we are aware that there is still a lot to do and that this modest investigation will leave the motivation for new works, new continuous investigations and reflections – actions. L’éducation tout comme la réflexion sur ce thème est une prémisse absolument prioritaire qui pourra déterminer le monde futur que nous voulons construire. Cette réflexion implique la nécessité de repenser ce que l’on enseigne et comment on enseigne, tout en tenant compte de la singularité de chaque élève dans le processus d’enseignement/apprentissage, en ayant également pour toile de fond l’importance d’apprendre à lire et à écrire dans une optique de « lire et écrire pour apprendre ». Ainsi dans la première partie de ce travail, nous approfondirons et réfléchirons sur l’inévitabilité de la communication entre les individus et l’importance de la lecture et de l’écriture pour vivre dans la société contemporaine, en nous basant sur les concepts et théories nous paraissant les plus appropriées. Si chaque individu est un être singulier et unique, alors l’apprentissage ne peut s’effectuer de la même forme pour tous les sujets/ élèves. D’un autre côté, nous avons parfois rencontré des difficultés dans le processus d’apprentissage de par l’existence de différentes perturbations présentes dans ce processus. Ces perturbations peuvent être dues à des raisons les plus variées, telles que déficiences, incapacités, manque d’attention, déficience intellectuelle, entre autres, considérées ici comme Nécessités Educatives Spéciales. On pourra également considérer qu’un élève présente des Difficultés d’Apprentissage lorsqu’on remarque une différence significative entre son potentiel et ses réalisations effectives, quand celles-ci ne correspondent pas à celles qu’il devrait avoir en fonction de son âge et de l’année de scolarité, malgré une absence de déficiences, un quotient d’intelligence égal ou supérieur à la moyenne et sachant que l’élève n’est pas issu de milieux socioculturels défavorables. Nous nous pencherons, encore, sur l’étude de la problématique des Difficultés d’Apprentissage, des Difficultés d’Apprentissage Spécifiques de la lecture et de l’écriture (dyslexie, dysgraphie et dysorthographie) et des Nécessités Educatives Spéciales. Dans la deuxième partie, après avoir effectué une enquête sur les perceptions/vécu des professeurs du 1Er cycle de l’Enseignement Basique de notre Agroupement, en ce qui concerne les perturbations de l’apprentissage et plus VIII concrètement les Difficultés d’Apprentissage, nous présenterons les résultats, leur traitement respectif et leurs discussions. Après avoir analysé les réponses de l’enquête effectuée sur la base d’un questionnaire, nous y réfléchirons, tissant de certaines considérations finales. L’importance de repenser les concepts fondamentaux de l’Education d’aujourd’hui est d’une valeur cruciale, de même les réponses à apporter, ayant en vue la perspective d’un monde meilleur et d’une meilleure qualité pour tous en général et pour les intervenants du processus éducatif en particulier. Toutefois, nous sommes conscients qu’il y a encore beaucoup à faire et que cette modeste investigation nous laisse l’aspiration pour la réalisation de nouveaux travaux, de nouvelles investigations et réflexions actions continuées.

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Hemming, Eve Caroline. „Painting the soul : a process of empowering special needs educators“. Thesis, 2009. http://hdl.handle.net/10413/186.

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Based on theories from Applied Drama, Dramatherapy and Psychology, this thesis explores the application of applied drama workshops with a group of educators at a school for children with barriers to learning, with a view to not only enhance their personal and professional development, but to facilitate positive outcomes for the children whom they teach, due to their implementation of various applied drama techniques into their teaching programmes. The theoretical focus of this thesis was drawn from theorists including Carl Rogers, regarding the Humanistic approach and Emunah regarding the creative methodology, amongst others, which contributed to the establishment of a practical methodology that provided a process of self- discovery and empowerment through the applied drama workshops. (Emunah, 1994). With Participatory Action Research as the primary research methodology, the thesis used applied drama workshops, classroom application of various techniques, journal entries, questionnaires and interviews for data collection. The longitudinal nature of this exploration took place over a period of eighteen months, with the group being comprised of special needs’ educators. The research found that the workshops were highly successful as the catalyst for positive change in the participants, encouraging sharing and reflection previously suppressed in their professional setting, thus provoking personal growth and empowerment. Furthermore, professional growth and new explorations in their teaching methodology positively materialised. The group gained greater understanding about themselves, one another and the children they were teaching as the workshops heightened their perceptions. Consequently the participants generally became more tolerant and empathic of one another and towards the children. The children in the participating educators’ classes participated enthusiastically, and developed in their socialisation and selfconfidence. Their communication skills improved and they externalised their inner feelings more readily. The participating educators did not highlight any negatives regarding applied drama as a medium in the school. If anything, as the researcher, I was overwhelmed that the results were unanimously so positive, with not a single participant reporting that they felt that its implementation had not been beneficial. The research project thus reportedly had a constructive outcome for all those who either participated or were directly influenced by the project.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

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Choles, Gwynneth May. „Attitudes of South African teacher educators in relation to mainstreaming pupils with special needs“. Thesis, 1997. http://hdl.handle.net/10539/22510.

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A Dissertation Presented to The Division of Specialized Education The University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Master of Education (Educational Psychology)
The policy of mainstreaming and the provision for learners with Special Educational Needs (SEN) in the regular classroom is being promoted in many countries. The rationale for this study lies in the pivotal role of teacher educators In facilitating the success of mainstreaming. ( Abbreviation abstract )
AC2017

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LIN, YU-HSIA, und 林雨霞. „The Public Preschool Educators’ Educare Pressurs of theMix-Aged Class including Children with Special Needs“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/c4dsax.

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碩士
國立臺北教育大學
幼兒與家庭教育學系碩士在職專班
105
This study investigated, through a questionnaire survey, the educare pressure encountered by the educators in the preschools affiliated to the public schools in New Taipei City, Taiwan, in placing children with special needs in mixed-age classes. A Questionnaire of“The Public Preschool Educators in New Taipei City on Educare Pressure on Mixed-Age Classes with Children Aged 3–6 Years” was developed and employed as the research instrument; a total of 286 valid questionnaires were returned. SPSS Statistics was used for descriptive statistics, and the standardized scores were employed to conduct pressure difference analysis. Additionally, a one-way analysis of variance was performed on the questionnaire results. The analysis results are organized as follows: 1.The educare pressure of the preschool educators in the mixed-age classes with Cchildren aged 3–6 years and the educare pressure encountered in placing children with special needs: The items with the highest levels of educare pressure were designing courses for preschool children with different levels of physical and mental development (from the education dimension), training preschool children to use toilets independently (from the caregiving dimension), and guiding children on deviant behaviors (from the guidance counseling dimension). 2.Educare pressure difference analysis: On the education dimension, the levels of educare pressure encountered in placing children with special needs were higher than those in placing children aged 3–6 years in mixed-age classes. On the caregiving dimension, the levels of educare pressure encountered in placing children aged 3–6 years in mixed-age classes were higher than those in placing children with special needs. On the guidance counseling dimension, the levels of educare pressure encountered in placing children aged 3–6 years in mixed-age classes were higher than those in placing children with special needs. 3.Analysis on the educare pressure encountered by the preschool educators with different demographic variables: (1)Mixed-age classes for children aged 3–6 years: The education levels of the preschool educators profoundly influenced the differences in the levels of educare pressure they encountered in guidance counseling. The levels of educare pressure of the preschool educators who graduated from universities or research institutes were higher than those of the preschool educators who graduated from junior colleges. Regarding the number of preschool children in classes, the levels of educare pressure of the preschool educators in the classes with 1–4 children were higher than those of the preschool educators in the classes with 6 children. (2)Children with special needs: The education levels of the preschool educators profoundly influenced the differences in the levels of educare pressure they encountered in education and guidance counseling activities. The levels of educare pressure of the preschool educators who attained undergraduate or graduate educational levels were higher than those of the preschool educators who attained an educational level of junior colleges. The numbers of classes simultaneously guided by the preschool educators substantially affected the differences in the levels of their educare pressure in all of the education, caregiving, and guidance counseling activities. The levels of educare pressure of the preschool educators guiding 2–5 classes and those guiding 6 or more classes were higher than those of the preschool educators guiding only one class. On guidance counseling children with special needs, the levels of educare pressure of preschool educators guiding classes with 2 children with special needs were higher than those of the preschool educators guiding classes with 6 children with special needs.

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Williams, Samantha. „The attitudes of educators in the mainstream school towards inclusion of learners with special needs“. Thesis, 2002. http://hdl.handle.net/10530/742.

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A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology University of Zululand, 2002.
To provide equal access to education, it is required that children be placed in the least restrictive environment that will promote their academic and social development. Schools are therefore integrating learners with special education needs (LSEN) from segregated special education settings into mainstream schools. Educators play a crucial role in the integration process, thus knowledge of their attitudes is important. The study focuses on the attitudes of educators towards LSEN and the attitudes of educators towards the integration of LSEN into mainstream schools. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was statistically analyzed and presented. The questionnaire consisted of scales that measured attitudes. The relationship of educator attitudes to such educator variables as age, gender and experience in education was examined. The study revealed that educators hold favourable attitudes to both LSEN and the integration of LSEN into the mainstream. It was also found that male educators hold more favourable attitudes than female educators. Educator variables, age and number of years teaching experience were found to not significantly effect attitudes. Results from this study will enable programmes and policy implementation and development concerning the integration process of LSEN into the mainstream environment.

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Williams, Annelieze C. „Occupational stress and work engagement among special needs educators in the Umlazi District of KwaZulu-Natal“. Thesis, 2010. http://hdl.handle.net/10413/2790.

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The present research study attempted to determine if special needs educators, who reported being engaged in their work, were more likely to appraise perceived stressful work situations as a welcomed challenge as opposed to an unwelcomed threat. This study was undertaken in order to build on the minimal body of existing empirical research in three areas: (a) the occupational stressors experienced by special needs educators, (b) work engagement among special needs educators, and (c) the relationship between work engagement and the appraisal of perceived occupational stress. It achieves these ends by determining: (a) which occupational stressors reported by special needs educators were perceived as being the most stressful, (b) if special needs educators were engaged in their work and the extent thereof, and (c) the impact of work engagement on the perception of occupational stress by special needs educators. A quantitative, non-experimental, cross-sectional, ex post facto research design was employed for the collection and analysis of data. Data was gathered from seven special schools in the Umlazi District of KwaZulu-Natal. These special schools provide high levels of support to learners with severe intellectual (learning) disabilities. A sample of N = 86 voluntary participants was obtained, comprising N = 12 males and N = 74 females. Data was generated via self-report survey-type questionnaires, which were divided into three parts: (1) a section requesting biographical information, (2) the Occupational Stress scale – a survey instrument intended to generate data relating to the demands and resources perceived by participants, and (3) the Work Engagement scale – a survey instrument intended to generate data relating to the participants perceived levels of engagement at work. All data were analysed using SPSS version 15.0 for Windows (SPSS Inc., Chicago, Illinois, USA). The results revealed that inadequate pay and benefits was a major source of perceived occupational stress, and that special needs educators were highly engaged in their work. Support for the hypothesis of an inverse relationship between work engagement and perceived occupational stress was attained. In addition, analyses of biographical variables in relation to perceived occupational stress provided support for the Transaction Model of Stress. Stress management interventions for special needs educators of severe intellectually (learning) disabled learners were recommended, the strengths and limitations of the present study noted and avenues for future research suggested.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

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0921809426 und 顏志婷. „A Study of Preschool Educators’ Use of Social Interaction Interventions for Young Children with Special Needs“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/62823134334564372457.

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碩士
國立新竹教育大學
幼兒教育學系碩士班
102
This study investigated use of social interaction interventions for young children with special need in New Taipei City, including early childhood educators’ frequency of social interaction interventions, perception of difficulty of using the interventions, and expectations of the support service when preschool educators’ use. Data were collected via a questionnaire administered to preschool educators in public preschool who were assigned to teach classes with children with special needs during the academic year of 2013. 956 questionnaires were distributed, and 858 valid responses. The valid response rate was 89.74%. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and chi-square analyses. The main findings were as follows: 1. Preschool educators reported frequent uses of the social interaction interventions. The “environmental arrangements” was most frequently used, followed by “peer-mediated strategies” and “child-specific approaches”. 2. Preschool educators perceived a low degree of difficulty of using the social interaction interventions. The “child-specific approaches” was perceived as the hardest followed by “peer-mediated strategies”, and “environmental arrangements” was perceived as the easiest. 3. “child-specific approaches” was the support services expected to understand by early childhood educators; assistants were the personnel of support services expected by early childhood educators; collaborative teaching was the method of support services expected by early childhood educators. 4. Preschool educators’ frequency of using the social interaction interventions varied by duration of teaching children with special need, professional background, and position. 5. Preschool educators’ perception of ease of using the social interaction interventions varied by school, position, duration of teaching children with special need, professional background, number of children with special need in the class, and children’s ages in the class.

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Audie, Mariaan. „A study of attitudes of educators in a special needs school : towards the implementation of inclusive education“. Thesis, 2004. http://hdl.handle.net/10413/1846.

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This study focused on the attitudes of educators in a special needs school towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The purpose of this study was to investigate the attitudes of educators in one specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes. Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to support and empower colleagues. In South Africa learners with disabilities are placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all educators are not qualified to educate learners with special needs. A combination of the medical, social and psychological models were used to underpin the research. Inclusive education is moving away from the medical model to a human right - social model. A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of inclusive education, although a lot of positive feelings did emerge. This study recommends that inclusive education be implemented in consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research is only covering the attitudes of educators of one special needs school and therefore a general relation of attitudes cannot be made.
Thesis (M.Ed.)-University of Durban-Westville, 2004.

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Naidoo, Primmithi. „An exploration of teaching practices of special needs educators in the context of building an inclusive education system“. Thesis, 2005. http://hdl.handle.net/10413/3675.

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In the past learners with disabilities have experienced severe forms of discrimination, isolation and separation. They were perceived as persons with deficits and in need of help. They were separated from society as they were considered to be inadequate people. The discriminative practices against learners with disabilities and the doctrines of apartheid that contributed to discrimination and separation on racial differences resulted in learners with disabilities being doubly handicapped. The discrimination against learners with disabilities is largely the result of adherence to the medical model and deficit theory to disability. However, the current trends which support the social rights theory and ecological systems theory to disability which are consistent with the Constitution and its Bill of Rights, adopts an inclusive approach and promotes equal rights and equal opportunity to all people, including learners with disabilities. This commits schools to enrolling learners with disabilities and providing equal education opportunities for them. To provide a meaningful educational experience for all learners, education structures need to be enabled, and attitudes, teaching and learning methodologies, and the curriculum changed to reflect inclusive values. Furthermore, Education White Paper 6 (DoE, 2001) clearly states that classroom educators are the primary resource for achieving the goal of inclusive education. This implies that educators will need to be empowered to change their attitudes, refine their teaching practice and where necessary, develop new ones. Hence, this study aims to explore the teaching practices of special needs educators in the context of building an inclusive education system. A qualitative case study approach was adopted in this study, whereby six participants who were teaching at special schools were interviewed using a semi-structured interview schedule, exploring their day to day teaching practices. The findings reveal that the teaching practices of special needs educators are in line with inclusive practices that could benefit mainstream educators. Special needs educators adjust and adapt their teaching practice to accommodate and address the diverse needs of all the learners so that each individual learner receives a learning experience that "fits". However, acknowledgement and recommendations are made with regard to the challenges encountered when adapting teaching practices.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

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