<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Berit Willén Lundgren</style></author><author><style face="normal" font="default" size="100%">Peter  Karlsudd</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SPECIAL NEEDS EDUCATION PERSPECTIVES IN THE PRACTICE OF LEISURE-TIME CENTRES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">leisure-time centres</style></keyword><keyword><style  face="normal" font="default" size="100%">leisure-time pedagogue students</style></keyword><keyword><style  face="normal" font="default" size="100%">normative method</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570565.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher’s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">51-61</style></section></record></records></xml>