Syftet med denna studie är att få kunskap om rektorers syn på organisation av undervisning för grundsärskoleelever samt rektorernas definitioner av begreppet inkludering med hänseende på en skola för alla. Bakgrunden till undersökningen är att det i dag finns många olika sätt att organisera undervisning för grundsärskoleelever och att flertalet rektorer anger att deras organisation är inkluderande. Vad menar de då med att organisationen är inkluderande? Studien är genomförd som en intervjustudie. Urvalet baserades på jämnstora kommuner inom länet samt på kommunernas beskrivning av sin organisation av grundsärskolan på respektive kommuns hemsida. Som respondenter valdes rektorer med ansvar för grundsärskolan inom varje kommun. Definitionen av begreppet inkludering var enligt de flesta av rektorerna att räknas med och att känna tillhörighet i skolan, inte nödvändigtvis i en speciell klass. De var också överens om att det var lättare att inkludera yngre grundsärskoleelever med mindre utvecklingsstörningar. De äldre grundsärskoleeleverna var oftast inkluderade i något eller några praktiska ämnen men hade sin hemvist i en särskoleklass eller grupp. Vinsterna med inkluderingen var av social art, de flesta eleverna fick enligt rektorerna en bättre kunskapsutveckling i grundsärskoleklassen eller gruppen. / The purpose of this study is to gain knowledge of the principals views of the organisation of the teaching of pupils from the school for the intellectually disabled and their definitions of inclusion. The background of this study is that there are many different ways of organising the teaching  of pupils who are intellectually disabled and that most head masters report that their organisation is inclusive, What do they mean by saying that the organisation is inclusive.  The study was conducted as an interview study. The selection of participants was based on uniform-sized municipalities within the geographical area and on the description of the organisation of compulsory schools on the website of each municipality. Principals responsible for special need classes or schools in each municipality were selected as participants. The definition of inclusion is, according to most principals, to be counted as a sense of belonging in school, not necessarily in a specific class. They also agreed that it is easier to include younger students with minor intellectual disabilities. The older students are  usually included in one or more practical subject but are assigned to a special needs class or group. The benefits of inclusion is of a social nature, most of the students were given, according to the principals, a better development of knowledge while in the class or group for the intellectually disabled.

The purpose of the study is to gain knowledge about which scope for action and tasks are included in the organisation of educational activities on the preschool and which competences are lifted up by preschool teacher to conduct educational activities. The database consists of questionnaires, observations and interviews at the municipal and multicultural preschools located in Stockholm. The study is anchored in sociocultural theory and  framefaktor theory. Questions and  results are presented thematically and are divided into three thematic sections: How preschool teachers organised pedagogical activities in preschool with their preconditions. How preschool teachers organise education time in preschool. Which are the most important competencies of preschool teacher?   Results show that preschool teachers use their subjective scope of action to create the education that is able to meet the requirements of the curriculum. Subdivision of the children's group into smaller groups often takes place during the day as a necessary tool in terms of teaching and organising of education activities. This article problematizes the teachers' expression of scope of action and planning time in the organisation of educational activities. The competences of the preschool teacher are complex and multidimensional.