The purpose of this study is to investigate how and if the intercultural approach is visible in three Swedish curricula, and if and how there are signs of or lack of the translanguaging perspective in the analyzed curricula. The analyzed material is Lpo94 revised 1996, Lgr11 revised 2019 and Lgr11 revised 2021.The result indicates that there are some signs of a positive attitude towards multilingualism and the translanguaging perspective in Lpo94 revised 1996. However, multilingualism is sometimes implicitly formulated as an obstacle, which designates lack of translanguaging. There are also signs of assimilation in Lpo94 which cannot be identified in the revised versions of Lgr11. The result shows a change towards a more positive viewpoint about multilingualism.In all three syllabi, the students are encouraged to use their whole linguistic repertoire while learning Swedish. This indicates signs of both translanguaging and interculturality. There is also a focus on mutual learning in the revised versions of Lgr11, which is a central aspect in translanguaging. The result also shows lack of translanguaging in all curricula since the students are urged to make comparisons between their first and second language.In conclusion the result identifies a change regarding the three curricula since there is a greater focus on the intercultural approach and the translanguaging perspective in the later curricula compared to Lpo94.

(in English) The aim of this diploma thesis is focused on observation of communication behaviour between the teacher and pupils with autistic disorder spectrum and mental disability from the special primary school. The research is based on the analysis of audio recordings of verbal communication of pedagogical team and pupils. The nonverbal phenomena of this communication which were recorded by researcher is appended to this analysis. The thoretical part consists the information of mental disability and its etiology and classification as well as the information of autistic disorder spectrum and its etiology, classification and characteristic problematic domains. The most comprehensive part of this thesis deals with disruption of communication between children with autistic disorder spectrum. I also describe the pedagogical communication on the special primary school. The experimental part consists the analysis of communication behaviour of the teachers and pupils with mental disability and autistic disorder spectrum which was observed during five lessons of language education. The research also consists the analysis of two works heets which were worked out by pupils with autistic disorder spectrum and mental disability.