The purpose of this study is to show how some of primary teachers and support teachers in middle and lower secondary school, with help from special education advice and support, create conditions for learning for integrated students with intellectual disability. The research questions in the study are, how can special advice be arranged in the form of a network? What questions may be in focus for teachers and support teachers who teach student with intellectual disability? How does the teachers and support teacher reasons at the implementation of special advice. An research overview of the field within the field of inclusion of students with intellectual disability was done.  The theoretical approach is based on Dillons seven elements of curriculum, which form an educational context. The seven categories are: teacher, student, subject, environment, activity and result. The study has a qualitative approach. The method which has been used in the study is qualitative interviews. The study includes interviews with a principal, a special education teacher, primary teachers and support teachers. The principal and the special teacher were interviewed with the purpose to find out the thoughts behind the recently started network in the township, for regular schools who educate students with intellectual disabilities who are integrated. The analysis of the data conducted by separating the answers in different categories. These categories were created from Dillons seven elements of curriculum, which were clustered into three themes.   The result indicates that the teachers and support teachers have a positive attitude towards teaching students with intellectual disability in primary school. It is also indicates that the primary teachers and support teachers have a large need for support in the form of special education advice. Support needed in various ways, but particularly when it comes to discussing thoughts and ideas, adjusting material and finding an appropriate level of teaching.