In this overview we look at how teachers work with inclusion in the heterogeneous classroom with an emphasis on the history classroom. The studies we’ve included in our overview have gathered their information through semi structured interviews with teachers. 25 teachers based in schools in Sweden as well as in the U.S, Cyprus and Netherlands have participated. What the result shows is that teachers in every country values inclusive work, even though the curriculum might vary from country to country. No classroom is the same and the work for inclusion looks different depending on the students various needs. Although, we’ve discovered certain approaches that seem to work better than others. Firstly, there is a connection between interest and commitment, which shows that students are more open to learn something that relates to the things they find interesting. Secondly, when history teachers adjust their classes to better fit the students' history culture, the students seem to better relate to the teaching of the past and better understand the present.

Studien är gjord inom området religionsdidaktik med inriktning mot grundskolans årskurs 4 – 6. Det saknas forskning som är gjord i en svensk kontext på mellanstadiet, vilket motiverar studien. Det har gjorts liknande undersökningar i andra länder, varför det också blir intressant att undersöka hur det ser ut i ett svenskt skolsammanhang på mellanstadiet. Syftet med studien är att undersöka om och i så fall hur religionskunskapslärare i årskurs 4 – 6 i en svensk kommun använder sina elever som lärande resurser i religionskunskapsämnet. Frågeställningen handlar främst om hur lärare arbetar med att inkludera elevernas religiösa erfarenheter i undervisningen. Studien består av ett resultat baserat på kvalitativa semistrukturerade intervjuer med sex olika lärare på tre olika skolor i Gislaveds kommun. En hermeneutisk ansats har använts för att tolka resultatet vilket innebär att min förförståelse och erfarenhet har spelat roll. Alla lärare använder elevers religiösa erfarenheter i undervisningen. Dock varierar det hur lärarna resonerar kring detta och hur de använder dessa. Det är olika hur lärarna tänker när det gäller att be eleverna om tillåtelse att ställa frågor till dem under undervisningen. Alla lärare är överens om att undervisningen berikas av att bjuda in eleverna att dela med sig av sina erfarenheter. ”Det blir mer på riktigt”, som en av lärarna säger. Sammanfattningsvis är det viktigt att känna eleverna. / The study is made within the area of Religious Education didactics with its focus on compul-sory school for children in years 4 – 6. There is much research missing made within a Swedish context in those classes mentioned, which motivates the study. There have been made a few similar studies in other countries, why it is also interesting to see results from a Swedish school context for school years 4 – 6. The purpose of this study is to look into if and in that case how, Religious Education teachers in school years 4 – 6 in a Swedish municipality use their pupils as learning resources in the Religious Education subject. The questions at issue are mainly about how teachers work to include pupils’ religious experiences in the teaching. The study consists of a result based on qualitative semi-structured interviews with six different teachers in three different schools in Gislaveds kommun. A hermeneutic approach has been used to interpret the results which means that my preunderstanding and experience has played a part in the interpretation of the results. Every teacher in the study uses pupils’ religious experiences in their teaching. However, it varies how they reason about the phenomena and how they use it. It is different how the teach-ers think when it comes to ask the pupils about their permission to be asked questions during the class. All the teachers agree that the teaching is enriched by inviting the pupils to share their experiences. “It gets more real”, as one of the teachers said. To sum up, it is important to know the pupils.

Det övergripande syftet med den här studien är att undersöka hur historiedidaktisk forskning har tagit sig an det heterogena klassrummet. Genom att studera de teoretiska perspektiv den historiedidaktiska forskningen använder sig av för att problematisera mångfald i klassrummet hoppas jag kunna belysa några av de problemområden som existerar inom detta. I litteraturstudien sammanställs en mängd studier och artiklar som alla tar upp mångfald och historieundervisning och vad dessa studier egentligen undersöker och på vilka sätt de tre perspektiven genus, klass och etnicitet används i empiriska undersökningar, är vad studien analyserat. Resultatet pekar på att de flesta forskarna tenderar att använda sig av antingen ett etnicitet- eller genusperspektiv i sina undersökningar, medan klassperspektivet lyser med sin frånvaro. Många av de analyserade studierna bygger på samma tidigare forskning och undersöker snarlika problem. Förenklat kan man säga att de svenska forskarna endast undersöker icke-genus, eurocentrism och mångkultur när de problematiserar historieundervisning och mångfald.

The diploma thesis deals with the topic of differentiation at the primary level of education. It is based on the idea of inclusion and equal access to education. The theoretical part focuses on the similarities and differences of pupils at the age of middle childhood. Based on that, the following chapters introduce the most important factors of differentiation that are needed for successful teachers' work in heterogeneous classrooms. This part also shows some of the teaching methods and strategies that support an inclusive view of education. The practical part interprets experience of teachers with long teaching practice and compares them with the theoretical background. This work aims to introduce main and effective principles of differentiation that can serve as a source of inspiration for students, junior and senior teachers. Keywords: differentiation, diversity, heterogeneous classroom, equal opportunities in education, teaching strategies