Sökning: "Specialdidaktik"

Hittade 5 avhandlingar innehållade ordet Specialdidaktik.

  1. 1. Interpersonell kommunikation : en studie av elever med hörselnedsättning i särskolan

    Författare :Lotta Anderson; Utbildningsvetenskap; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Special didactics; video-recordings; Sign Supported Speech; Sign Language; special schools for the severely learning disabled; micro-analysis; learning difficulties; Hearing impairment; interpersonal communication; Specialdidaktik;

    Sammanfattning : Pupils with impaired hearing and moderate to severe learning difficulties usually go to special schools for the severely learning disabled. Few studies have been conducted on the interpersonal communication among these pupils. LÄS MER

  2. 2. Döva barns begreppsbildning i matematik

    Författare :Elsa Foisack; Malmö högskola; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Cognitive education; Döva barn; Sign language; Mediated learning; Begreppsbildning; Teckenspråk; Matematikundervisning; Mathematics education; Dynamic assessment; Deaf children; Concept formation; Special didactics; concept map; sign language; mediated learning; Deaf; mathematics education; Specialdidaktik;

    Sammanfattning : Denna studie tar utgångspunkt i frågan varför många döva barn har svårt att lära sig matematik. Studiens syfte är att belysa döva barns begreppsbildning i ämnet matematik genom att beskriva hur några döva barn uttrycker sig och agerar på väg mot förståelse av två centrala matematiska begrepp, nämligen multiplikation med heltal och längd. LÄS MER

  3. 3. The Recontextualisation of Social Pedagogy. A study of three curricula in the Netherlands, Norway and Ireland

    Författare :Pelle Hallstedt; Mats Högström; Utbildningsvetenskap; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Pedagogy and didactics; Sociologi; Sociology; welfare state; social pedagogy; recontextualisation; pedagogic discourse; higher education; ethnography; discourse analysis; classification and framing; Basil Bernstein; curriculum; Pedagogik; didaktik; Special didactics; Specialdidaktik;

    Sammanfattning : The purpose of this thesis is to describe, analyse, and compare the recontextualisation of social pedagogy in three different curricula; in Nijmegen (NL), Lillehammer (N), and Sligo (IRL). The curricula represent different academic orientations and are located in different social-political contexts. LÄS MER

  4. 4. Understanding what it means to be a Montessori teacher: Teachers' reflections on their lives and work

    Författare :Birgitte Malm; Utbildningsvetenskap; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; teacher research; occupational life histories; life history research; Montessori; Special didactics; Specialdidaktik; Montessori teacher; Livsberättelser; Lärarrollen;

    Sammanfattning : The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Data exploration has comprised journals, interviews, written reflections and collaborative contextual analysis. LÄS MER

  5. 5. Language and Literacy : Some fundamental issues in research on reading and writing

    Författare :Per Henning Uppstad; Allmän språkvetenskap; []
    Nyckelord :HUMANIORA; HUMANITIES; HUMANIORA; HUMANITIES; Specialdidaktik; Research methodology in science; Forskningsmetodik; phoneme; Special didactics; Tillämpad och experimentell psykologi; Applied and experimental psychology; språktypologi; typology; Jämförande lingvistik; Comparative linguistics; sociolingvistik; Tillämpad lingvistik; undervisning i främmande språk; literacy; phonology; dyslexia; writing; written language; foreign languages teaching; Applied linguistics; fonologi; Fonetik; Phonetics; Språk- och litteraturvetenskap; Philology and literature; Filosofi; Philosophy; Språkinlärning; Language learning; reading; sociolinguistics;

    Sammanfattning : Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' (encompassing both reading and writing skills) is built around this assumption. LÄS MER