Tanken om den inkluderande skolan har under en längre tid debatterats livligt av forskare från olika vetenskapliga discipliner. Det som i huvudsak har diskuterats är om, och i så fall varför, alla elever skall undervisas tillsammans eller inte. Märkligt nog har frågan om hur en inkluderande skola kan uppnås inte alls fått samma uppmärksamhet. Syftet med den här studien är att öka kunskapen om och förståelsen för hur ”den inkluderande skolan” kan skapas och hur personal, elever och föräldrar upplever en skola som strävar efter att bli fullständigt inkluderande. Studien bygger på kvalitativa, semistrukturerade intervjuer i en skola vars uttryckliga ambition är att bli en skola för alla elever. Tretton personer intervjuades: fem av skolans personal, fyra elever och fyra föräldrar. I resultatet framkommer det att begreppet ”en skola för alla” har olika betydelse för de intervjuade personerna. Eleverna beskriver ”en skola för alla” som en skola där alla trivs och mår bra. De använder ord som glädje och kamratskap, medan skolpersonalen i huvudsak relaterar till lärande, flexibilitet i undervisningsmetoder, olika former av stöd, storleken på klasserna, antal lärare i klassrummen samt tillgången till tekniska hjälpmedel. / Researchers from different disciplines have debated the idea of inclusion in relation to the educational system for quite a while and the debate is still ongoing. The debate has mainly focused on why and whether all children should be educated together. Interestingly, the question of how inclusion could be achieved has not received the same attention. The purpose of this study is to increase the knowledge and understanding of how “the inclusive school” can be created and how a school that attempts to reach full inclusion is experiences by staff, pupils and parents. Qualitative, semi-structured interviews were conducted in a school that has the explicit aim of becoming a school that includes all children. Thirteen people were interviewed: five of the staff, four children and four parents. The results indicate that there are different views among the participants about “the inclusive school”. While the children appear to associate an inclusive school with a feeling of well being and mention words like happiness and friendship the staff mention more knowledge related concepts, such as learning, flexibility in teaching methods, support forms, class size, number of teachers in the classrooms and technical facilities.

This study is about what teachers in primary schools say that they are doing to create a school for all. The purpose of this study is to find out what teachers in primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees. The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need.