Att undervisa individintegrerade grundsärskoleelever i grundskoleklass : Fem grundskollärares erfarenheter av att anpassa undervisningen i årskurserna 1-9

Sammanfattning: The purpose of the study is to contribute with knowledge of how five elementary school teachers in practice implement policy regarding individually integrated elementary special school students in their teaching. The questions are: How do the five teachers reason about the teacher’s role in working with individually integrated students? How do the teachers reason about adapting the teaching for individually integrated students?  To find teaching strategies that are seen as beneficial for learning and to identify challenges in the context the research review focused on the topic of inclusion and integration for students with intellectual disabilities. The study has a qualitative approach and the method consists of semi-structured interviews with five primary school teachers who have or have had individually integrated classes. The result is analysed based on Dillon’s teaching theory model, whose seven elements together make up the overall teaching context. The result is sorted under the respective elements which meant that several themes are illustrated. The result shows that the teachers initially felt lonely and stressed about teaching integrated classes. What the teachers want is for there to be more adults in the classroom at the same time and enough time for collaboration and planning regarding adaptations. The teachers experience a certain amount of stress regarding the collaboration an integrated class requires, but despite this, this collaboration is seen as supportive and necessary in several ways. The teachers are also positive about having individually integrated elementary special school students because they contribute positively to the class in various ways and develop them as teachers.