Elever i behov av specialpedagogiskt stöd inom kommunal vuxenutbildning.

Sammanfattning: This study aims to highlight and make visible students' needs for special educational support within municipal adult education. The study intends to make visible and clarifying students' varied conditions but also their needs for support in adult education.  Qualitative semi-structured interviews were chosen as the method and four selected students were interviewed. The students who were interviewed were already studying at municipal adult education, both at basic and upper secondary level. The interviews were transcribed in their entirety and the material was analysed based on a narrative approach. Their stories are presented in their entirety, each student separately. With the help of the systems theory of developmental ecology and the relational pedagogical theory, the results have been analysed.  The results of the study show that students who study in adult education have varied conditions for successful studies based, for example, on different diagnoses but also on other external factors. These external factors are described as substance abuse, mental illness, criminality and staying home for long periods to name a few. The students describe central factors that distinguish the special educational support they need, such as help with structuring studies, recurring follow-up but also continuous support that extends over a longer period. The students describe relationships within the school as a context as a distinguishing factor for success. Also, the special teacher's role was described as encouragement and continuous support over time. The students also need subject-related help but at the same time explain that the interpersonal relationships where there is a belief that they will succeed is of central importance. According to the students, the special educational support increases learning while at the same time counteracting exclusion.  The conclusion of this study is that special educational issues should be highlighted more within municipal adult educational. Also allowing the students' voices to be heard in research can contribute to future studies where an increased understanding of the target group of adult education. This in turn can contribute to expand not only the research field but also special educational support within adult education.