Inkludering är något som nämns ofta och har blivit ett centralt begrepp. Många ser på inkludering ur en placeringsdefinition, att placera elever som tidigare särskilts i den ordinarie klassen. Detta räcker inte, inkludering handlar även om att eleven känner sig delaktig. Tvålärarsystemet är ett undervisningsupplägg då det är två lärare som samplanerar, samundervisar och sambedömer. Undersökningen syftar bl.a. till att identifiera vad lärarna i matematik tror om tvålärarsystemet och inkludering. Leder tvålärarsystemet till en mer inkluderande undervisning? Undersökningen syftar även till att titta på hur undervisningssituationen ser ut vid tvålärarsystemet, samt då specialläraren närvarar. Ges stödet för elever med svårigheter i klassrummet, i den ordinarie undervisningen, eller ges stödet avskilt? Är det någon skillnad mellan hur lärarna i ett tvålärarsystem ger stödet jämfört med hur specialläraren ger stödet? Studien visar att stödet som ges till elever med svårigheter i matematik skiljer sig åt vid tvålärarsystemet och när specialläraren ger sitt stöd. Lärarna i ett tvålärarsystem verkar i högre utsträckning ge stödet i den ordinarie undervisningen. Resultatet visar även på att de flesta lärarna har en positiv inställning till tvålärarsystemet och tror att det leder till en mer inkluderande undervisning. Dock finns skilda åsikter när det gäller huruvida tvålärarsystemet istället för användandet av speciallärare hjälper och stärker elever med svårigheter i matematik. / Inclusion is often mentioned and has become something of a key concept. It is often looked at from a placement definition, that is, to place students who previously would have been separated, in the regular class. Inclusion is also about the student feeling involved. Collaborative teaching system is a form of teaching where there are two teachers who plan the classes, co-teach and evaluate together. This study aims to find out what the teachers think about the co-teaching system. Do they think co-teaching leads to a more inclusive teaching? The study also aims to identify how the support to students with difficulties in mathematics is given. Are the students with difficulties given the support in the ordinary class or is the support given separated from the rest of the class. Is there a difference between where the support is given in the collaborative teaching, versus where the special teacher gives its support? The outcome of this study shows that the support to students with difficulties in mathematics differs between where the collaborative teaching system gives the support and where the special teacher gives its support. It seems as if the teachers in the collaborative teaching system more frequently give the support in the ordinary class while the special teacher more frequently seems to give the support outside of the ordinary class. The outcome of this study also shows that most teachers have a positive attitude toward the collaborative teaching system and believe that it leads to more inclusive teaching. But the opinions differ regarding weather or not the co-teaching system is of gain for students with difficulties in mathematics, instead of the use of special teachers.

The study intends to allow teachers in the subject of physical education and health to make a comparison between a one-teacher system and a two-teacher system, to make visible the advantages and disadvantages in terms of equivalence and joint assessment. To be able to do that, the teachers need to have worked within the two systems that are relevant for the study. The level of education that will be studied is grades 7–9 at upper grades in compulsory school level. To create an insight into how teachers teach in the different systems, studies concerning two-teacher systems, joint assessment, and educational equity have been read. The study utilizes a thematic qualitative method with a theoretical starting point in hermeneutics where elements of an abductive approach were made via interviews with six teachers within the subject. The interviews in the study showed that there were mixed opinions about the advantages and disadvantages of the two-teacher system. According to the available research, Sweden is far behind in the research of the two-teacher system and its implementation in schools, it has emerged that the two-teacher system is relatively new in Swedish schools. Which was also demonstrated in the interviews that were conducted. The conclusion after the research and results were carried out was that a two-teacher system can increase equality in education, but that it needs to be designed in the right way with a management that knows what a two- teacher system stands for, otherwise the whole concept falls apart. That a higher quality of cooperation is required on the part of the teaching teachers for it to work in a two-teacher system, and that joint assessment is preferable regardless of whether it is a one-teacher or two-teacher system that is used in the education.