This essay contains two stories that reflect the reality I face as an educator, as well as a reflective discussion about my self-perceived dilemma. The dilemma reflects a classroom situation where I as an educator have trouble dividing my focus, my focus is either put on entire the class or on the child with special needs. Through this self-perceived situation I have started to question how children with special needs find their place in the school today. I discuss how I can handle and look at the unique situation that occurs when meeting this child. Terms like integration, inclusion, segregation, social rights and the expression "a school for everyone" will be discussed in this text, as well as how we can connect these terms and expressions to the problems I find in the school system’s way of handling children with special needs. I also highlight my dilemma from different ethical perspective. I chose to use Kants duty ethics, Mills utilitarianism (commercial ethics) and Aristotle’s virtue ethics to bring light on my dilemma, but also to find help in my professional role as a leisure pedagogue. The main question my essay deals with is this: How can you, as an educator, have a focus on the class as a whole, but at the same time pay attention to the child with special needs?

The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one. The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems. In my study I have used qualitative research methods. I have used group interviews and observational studies. In addition to this I have also used informal interviews during the observational studies. One class teacher and one special teacher was interviewed and observed in the study. My results showed that pupils with reading and writing disabilities often were excluded from the classroom during a few lessons per week. The results also showed that the working methods that the class teacher and the special teacher use are different. The class teacher worked with the same working methods for all the children in the class while the special teacher was using the computer as a compensatory aid. For pupils with reading and writing disabilities the work with a computer as a compensatory aid is a motivating working method. The result also showed that cooperation between the class teacher and the special teacher is of great importance.