This thesis is a part of Master Degree within the field of Education science at Kristianstad University. The aim of this study is based on a few informants’ descriptions and experiences of the schools in a municipal school changed their work to increase inclusion for students with Autism Spectrum Disorders (ASD). The focus of the study is the changes which have been implemented, how it has influenced the student group's schooling and what success factors and challenges the school has encountered. According to the Swedish Education Act, shall the Swedish regular school be available to all scholars. However, several studies and accounts show that primary schools have found it difficult to meet the educational needs of students with ASD.  The national board of education (2009) and The Swedish schools inspectorate (2012) criticizing the school for not investigating the students' needs and supply adequate support. The study was conducted by a qualitative approach; data were collected through semi-structured - and focus interviews. The choice to use interviews are based on interesting to let each informant describes how their school, meet and educated students with ASD and what elements they consider important developments of an inclusive school for pupils with ASD. The implication of the results confirms that by increasing the knowledge about autism spectrum disorders of the instructors, the school has developed a more including learning environment for the students. By creating, a flexible organization in the school’s students gives the chance to be in school on their own terms. Belonging to a class on their own terms, with the possibility of instructing in different contexts, has increased the presence of many students.

The purpose of this study was to examine the effects of Universal Design for Learning, UDL, has on accessibility in the Swedish school system. 12 semistructured interviews with teachers, special education teachers and school principals were conducted . By the qualitative interview method and analysis I have come to the conclusion that UDL aligns with Swedish school laws and theories already being used in the Swedish school system. Experiences made by the teachers, special education teachers and school principals show that UDL gave them support with lesson planning and had a positive effect on pupils learning process, engagement and self-efficacy. This indicates that implementation of UDL could support the aim for accessibility and learning for all pupils in Sweden. Further reasearch on the effects of UDL in the Swedish school system and mulitple means of assessments is required.