Abstrakt Handledning är ett viktigt verktyg för specialpedagoger i det förebyggande och hälsofrämjande arbetet, vilket kan bidra till en mer inkluderande skola. Det finns stöd för visionen om en inkluderande skola i såväl lagstiftning som forskning. För att möta upp elevers olika behov och förutsättningar för lärande inom den ordinarie undervisningen behövs ett välfungerande tvärprofessionellt samarbete mellan lärare och specialpedagoger. Syftet med studien är att undersöka hur lärare använder sig av specialpedagogisk handledning för att möjliggöra att alla elever inkluderas inom den ordinarie undervisningen. Forskningsfrågan var således inriktad på hur lärare tillämpar specialpedagogisk handledning i undervisningen. Det teoretiska ramverk som användes i studien var Sundqvists tre specialpedagogiska handledningstyper: det konsultativa, det reflekterande och det samarbetande samtalet samt de tre specialpedagogiska perspektiven; det kategoriska, det relationella och dilemmaperspektivet. Dessa perspektiv genomsyrar studien utifrån antagandet om att elevers skolsvårigheter kan ses på olika sätt beroende på var fokus läggs och hur dessa svårigheter hanteras. Studien har en kvalitativ forskningsansats och forskningsdesignen är en fallstudie som är vanligt förekommande vid samhällsvetenskapliga undersökningar. Vid datainsamlingen användes semistrukturerade intervjuer med ett målstyrt urval, sex legitimerade lärare inom grundskolan. En pilotstudie genomfördes för att få respons på att frågeställningarna i intervjuguiden var relevanta för studien. Tidigare forskning har visat på hur tre specialpedagogiska handledningsformer: det konsultativa, det reflekterande och det samarbetande samtalet kan bidra till att skapa mer inkluderande lärmiljöer för alla elever. Studiens resultat stämmer överens med tidigare forskning. Under resultatanalysen framkom även en fjärde kategori, organisation, som handlar om vikten av en tydlig struktur och tydligt ledarskap på alla nivåer i organisationen. Studiens resultat tänker vi kan bidra i det specialpedagogiska arbetet på alla nivåer, det vill säga på individ-, grupp- och organisationsnivå. Det tvärprofessionella samarbetet och specialpedagogisk handledning är ett verktyg för att skapa mer inkluderande lärmiljöer för alla elever. Nyckelord: handledning, inkludering, lärmiljöer, specialpedagogisk handledning / Abstract Consultation is an important tool for special educators in preventive and health promoting work, which can contribute to a more inclusive school. There is support for the vision of an inclusive school in both legislation and research. To meet students' different needs and conditions for learning within regular education, effective interprofessional collaboration between teachers and special educators is needed. The aim of this study is to examine how teachers use special educational consultation to enable the inclusion of all students within regular education. Thus, the research question was focused on how teachers apply special educational consultation in teaching. The theoretical framework used in this study was Sundqvist's three types of special educational consultation: the counseling, the reflective and the co-operative consultation, as well as the three special educational perspectives; categorical, relational and dilemma perspective. These perspectives permeate the study based on the assumption that students' school difficulties can be seen in different ways depending on where the focus is placed and how these difficulties are dealt with. The study has a qualitative research approach, and the research design is a case study commonly used in social science research. Semi-structured interviews with a targeted selection of six certified teachers in compulsory school were used for data collection. A pilot study was conducted to receive feedback on whether the questions in the interview guide were relevant to the study. Previous research has shown how three forms of special educational consultation: the counseling, the reflective and the co-operative consultation can contribute to creating more inclusive learning environments for all students. The study's results are consistent with previous research. During the analysis of the results, a fourth category emerged, organization, which concerns the importance of clear structure and leadership at all levels in the organization. We believe that the results of the study can contribute to special educational work at all levels including the individual-, group- and organizational levels. Interprofessional collaboration and special educational consultation are tools for creating more inclusive learning environments for all students. Keywords: consultation, inclusion, learning environments, special education consultation

There is a discrepancy between national school guidelines towards inclusive education, and the current political trend towards economic efficacy, that may be problematic for teachers. The aim of this contextual study is to formulate a contextual understanding of the participating teachers’ perceptions of their effort to help all their students achieve the goals set forth by school curricula, and use this understanding for the purpose of suggesting points of entry for special needs educators´ guidance of teachers’ practices towards more inclusive education. Information was gathered by sending an extensive web questionnaire to all teachers within a given headmaster´s administration, sending web questionnaires to a majority of third grade students taught by those teachers, conducting interviews with a few of the participating teachers as well as with the special needs educators, carrying out a classroom observation, and gathering additional information concerning working conditions and social interactions. The data gathered in this case study has been subjected to an analytical process comprising of an assessment of the degree of inclusive approach, using the Inclusive Approach through Participation as well as the Framework of Participation, technical triangulation of all data post the inclusive assessment, and analysis of context by the Ecology of Human Development/the Bioecological Theory. The analytical process has resulted in a contextual description that has enabled me to suggest possible points of entry to be used in special needs educators’ guidance of teachers’ practices towards inclusive education. The degree to which there exists a collegial sense of security, varied forms of teacher-student interactions, collegial cooperation, pedagogical discussions, a dialogue in search of mutual understanding, and consequent follow-ups appears, in the light of the limited selection of participants, as relevant to these teachers ability to help their students. Further research is needed to identify valid points of entry for special needs educators’ guidance of teachers’ practices towards inclusive education. This contextual study will hopefully inspire further research into teachers´ perceptions of their work to facilitate implementation of inclusive education and thereby improve every student´s ability to achieve the set goals.