"Det går i vågor, fram och tillbaks" : Sex lärares berättelser om särskilda undervisningsgruppers förändringsprocess

Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt. (En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way

"Det går i vågor, fram och tillbaks" : Sex lärares berättelser om särskilda undervisningsgruppers förändringsprocess

Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt. (En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way

"Det går i vågor, fram och tillbaks" : Sex lärares berättelser om särskilda undervisningsgruppers förändringsprocess

Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt. (En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way

Assessment of testicular dose during preoperative radiotherapy for rectal cancer

<p><i>Background</i>: Radiotherapy (RT) for rectal cancer can have adverse effects on testicular function resulting in azoospermia and low testosterone levels. Variability of testicular dose (TD) due to differences in position of testes has been assessed with scrotal dosimeters and resulted in substantial variability of delivered TD. The aim of this study was to estimate planned and delivered TD using a treatment planning system (TPS).</p> <p><i>Methods</i>: In 101 men treated with RT for rectal cancer the cumulative mean TD (mTD) was calculated by TPS based on plan-computed tomography (CT) to evaluate the effect of different predictors on planned TD. The delivered TD was estimated by TPS based on repeated cone-beam CTs in 32 of 101 men to assess within-person variability of planned and delivered TD in a longitudinal analysis.</p> <p><i>Results</i>: The median planned mTD for short course RT was 0.57 Gy (range 0.06–14.37 Gy) and 0.81 Gy (range 0.36–10.80 Gy) for long course RT. The median planned mTD was similar to the median delivered mTD in the 32 men analysed over the entire course of RT (p=0.84). The mTD did not change significantly over time of planning and delivering RT. The variation in proximity between testes and planning target volume (PTV) was related to within-person variability of mTD in men on the 50th and 75th percentile of mTD and as expected the absolute difference between planned and delivered mTD increased with higher mTD.</p> <p><i>Conclusion</i>: Testicular doses calculated based on plan-CT are an accurate estimation of delivered TD based on repeated cone beam (CB)CT. The within-person variability of TD is related to variation in proximity between testes and PTV in men with moderate to high TD.</p

International validation of the low anterior resection syndrome score

OBJECTIVE: The aims of this study were to investigate the convergent and discriminative validity and reliability of the low anterior resection syndrome (LARS) score in an international setting. BACKGROUND: The LARS score is a simple self-administered questionnaire measuring bowel dysfunction after rectal cancer surgery. The score is intended to be commonly used in international research and clinical practice in the future. Therefore, a thorough validation in an international setting is of utmost importance. METHODS: The LARS score was translated using methods in keeping with current international recommendations. A total of 801 patients operated for rectal cancer in Sweden, Spain, Germany, and Denmark completed the LARS score questionnaire, including an anchor question assessing the impact of bowel function on quality of life. A subgroup of 218 patients completed the LARS score twice. Data were analyzed per country. RESULTS: The LARS score has demonstrated a high convergent validity in terms of a high correlation between LARS score and quality of life (P < 0.001). Sensitivity ranged from 67.7% to 88.3% and specificity from 58.1% to 86.3%. The LARS score was able to discriminate between groups of patients differing with regard to radiotherapy, surgery, and age (P < 0.05). The score also demonstrated high reliability at test-retest with narrow limits of agreement and no statistically significant difference between scores at the first and second test. CONCLUSIONS: The Swedish, Spanish, German, and Danish versions of the LARS score have proven to be valid and reliable tools for measuring LARS in European rectal cancer patients