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Syftet med examensarbetet var att undersöka relationen mellan idrottsundervisning, inkludering och pedagogiska anpassningar. Genom kvalitativa intervjuer med elever, lärare och specialpedagoger, undersöktes uppfattningar om hur idrottsundervisning planeras och genomförs. Dessa uppfattningar analyserades och problematiserades sedan med hjälp av tidigare forskning inom fältet. Utifrån detta har vi försökt avgöra huru vida undervisningen är inkluderande och därmed har möjlighet att öka elevers måluppfyllelse.Resultatet visar att samarbete mellan idrottslärare och skolans elevhälsa är näst intill obefintlig. Det är alltså i jämförelse med andra ämnen, inte självklart att som lärare i idrott och hälsa använda specialpedagogisk hjälp i den egna undervisningen. Både lärare och elever berättar också om bristande nivåanpassning, ensidiga instruktioner och enformig undervisning vilket enligt studier försvårar möjligheten att skapa inkluderande undervisning. Slutsatsen är att relationell syn på undervisning är en av förutsättningarna för att öka undervisningens inkludering. The aim of the present study was to investigate the relationship between physical education, inclusion and educational adaptations. Through qualitative interviews with students, teachers, and special educators we have investigated beliefs about how physical education is planned and executed. These beliefs have been analysed and problematized through the current sciences within the field of inclusion. On this basis, we have tried to determine how teaching is inclusive and available for students or not. Our results show that the cooperation between teachers and the student health team seems to be absent. Also both teachers and students tells about faulty level adjustment, one-sided instructions and repetitive teaching which is not inclusive compared to what studies have shown. Our conclusion is that a relational perspective of teaching is one of the qualifications for making teaching more inclusive.

Talks given as part of the "Why should I believe your Model? How to be a Skeptical Neuroimager" workshop during the 2010 Organization for Human Brain Mapping (OHBM) conference in Barcelona.

Talk given during the "How To Be a Skeptical Neuroimager: Functional Connectivity & Causal Modeling" workshop at the 2011 Organization for Human Brain Mapping (OHBM) conference in in Quebec City, June 10-14.

Talk given during the "How Not to Analyze Your Data: A Skeptical Introduction to Modeling Methods" workshop at the 2013 Organization for Human Brain Mapping (OHBM) conference in Seattle, 16-20 June.

High-dimensional time-series data are becoming increasingly abundant across a wide variety of domains, spanning economics, neuroscience, particle physics, and cosmology. Fitting statistical models to such data, to enable parameter estimation and time-series prediction, is an important computational primitive. Existing methods, however, are unable to cope with the high-dimensional nature of these problems, due to both computational and statistical reasons. We mitigate both kinds of issues via proposing an M-estimator for Reduced-rank System IDentification (MR. SID). A combination of low-rank approximations, L-1 and L-2 penalties, and some numerical linear algebra tricks, yields an estimator that is computationally efficient and numerically stable. Simulations and real data examples demonstrate the utility of this approach in a variety of problems. In particular, we demonstrate that MR. SID can estimate spatial filters, connectivity graphs, and time-courses from native resolution functional magnetic resonance imaging data. Other applications and extensions are immediately available, as our approach is a generalization of the classical Kalman Filter-Smoother Expectation-Maximization algorithm.

Language intervention has been shown to critically affect the course of post-stroke language rehabilitation. Interventions at early or chronic stages (either by reperfusion, speech-language therapy or tDCS) have dramatically improved outcomes in language post-stroke rehabilitation. Little is known, however, about interventions in neurodegerative diseases and the changes in neural substrates they may induce. It has been shown that language therapy is indeed beneficial and improves language outcomes, both with behavioral interventions and more recently with tDCS for longer lasting and more generalizable effects even in PPA(Cotelli et al., 2014; Tsapkini, Frangakis, Gomez, Davis, & Hillis, 2014). However, it has not been addressed how this is instantiated in the brain. In this paper we evaluate the effects of tDCS in 18 participants with PPA who received both sham and tDCS coupled with language therapy. Our primary aim was to evaluate the effects of intervention and determine the neural correlates of tDCS vs. sham interventions that led to improved language outcomes using resting-state fMRI (rs-fMRI). Method: Eighteen patients diagnosed with PPA underwent written or oral language production intervention with and without tDCS (sham) in a within-subjects cross-over design. Participants received treatment for 2 weeks, 10 sessions for each condition. Each condition was separated by 3 months. Resting-state fMRI data were obtained on the first treatment condition from 13 participants who underwent written language intervention at 3 time-points: before, after and 2-months post-intervention. Participants were pseudo-randomly assigned in either tDCS or sham condition first in a between-subjects design. Results: First, we replicated our previous results obtained with fewer participants: all improved in both tDCS and sham conditions on trained items. Generalization of treatment on untrained items was significant only in tDCS condition. Therapy gains lasted longer in tDCS condition as well. Second, preliminary analyses of rs-fMRI show changes of functional connectivity between written language areas in the tDCS and sham conditions. Conclusions: tDCS represents an increasingly valuable treatment option in language rehabilitation even in neurodegeneration. Late intervention is as beneficial as early intervention but improvement seems more dramatic in early cases. Different possibilities are discussed: tDCS may indeed change the course of the disease, i.e., it may slow down the rate of decline or, language improvement due to tDCS (or delay in language deterioration due to the course of the disease) may hold the spread of decline in other cognitive functions, thus, early interventions appear more beneficial. The correlation between functional connectivity and language production outcomes is expected to shed light on how tDCS works in the brains of people with a neurodegenerative disease. Implications of functional connectivity changes between language areas involved in the targeted language function will inform further interventions.