This bachelor thesis examines and compares the differences between the functional requirements according to accessibility that exist in the construction and design for a single-family dwelling in Sweden, compared to the US state of Minnesota. During the construction of a single-family dwelling there is a building legislation that both Sweden and Minnesota need to consider and follow. Accessibility is one of the areas that is affected by the building legislation. The building legislations for Sweden and Minnesota differ as Minnesota as a state does not have any requirements for accessibility adaptation for single-family dwellings. Sweden on the other hand requires that all new buildings, extensions, and reconstructions meet accessibility requirements and standards.   The building legislations for Sweden and Minnesota and their differences are presented in this bachelor thesis by depicting the countries view on accessibility for a single-family dwelling, and how this subject is reflected in the legislation that Sweden and Minnesota have.   A comparison between two floor plans has been done, where one floor plan is from a Swedish house manufacturer and the other one from a house manufacturer in Minnesota. There is also an investigation into how accessibility is considered in floor plans, and how they relate to the relevant building legislation. The floor plans have been weighed against each other, and analyzed whether they would be approved based on requirements and conditions in each country. The differences in the building legislation showed that the Swedish floor plan would be approved in Minnesota, while the floor plan designed for individuals without disabilities in Minnesota, on the other hand, would not be approved in Sweden.   The facts that have been obtained were considered in the design of an alternative floor plan in the Revit software. A single-family dwelling has been developed based on both Sweden´s and Minnesota´s building legislation according to accessibility. A result of a single-family dwelling with approved accessibility in both countries is presented in this thesis.

Utifrån Normaliseringsprincipen och demokratiska strömningar under andra hälften av 1900-talet påbörjades på skolområdet en integreringsprocess. Begreppet inkludering introducerades senare för att markera skolans ansvar i frågan. Trots inkluderingsuppdraget har avskiljande lösningar inom skolan åter blivit vanliga. Studier om rörelsehindrade barns skolvardag visar att det förekommer många exkluderande situationer i skolan, ofta omedvetna och i tron att dessa är bäst för eleven. Dessa situationer är en följd av att skolan inte arbetar på organisationsnivå med inkluderingsfrågor. Syftet med denna studie har varit att belysa inkluderingsaspekter i skolan för elever med rörelsehinder. Deltagarna i studien var tre unga personer med rörelsehinder som gått inkluderade i skolan. Studien har en livshistorisk ansats där deltagarna berättade om sina skolminnen, som sedan analyserades utifrån Tangens modell om fyra dimensioner: tid, mening, relationer, samt självbestämmande och kontroll. Deltagarna bedömer att de i den inkluderade skolverksamheten utvecklats, men att de många gånger fått kämpa för sin rätt och ibland fått lösa uppkomna situationer själva. De har alla haft elevassistent. De unga vuxna som deltagit i studien är positiva till inkludering och menar att detta har gett dem bättre möjligheter i deras vuxna liv. Vidare forskning kan vara longitudinella studier om elever med funktionsnedsättningar och fortsatta studier, hur den marknadsanpassade skolan påverkar elever med funktionsnedsättningars möjligheter att gå inkluderade, studier om elevassistentens funktion samt hur inkluderande idrottsundervisningen ska bedrivas för elever med rörelsehinder. / Based on the Normalization Principle and democratic movements in the second half of the 1900s an integration process considering school began. The concept of inclusion was introduced later to mark the school's responsibility in the matter. Despite the inclusion mission separation solutions for school has again become common. Studies on disabled children's school day shows that there are many exclusive situations in school, often unconscious, and in the belief that these are the best for the student. These situations are a result of schools not working at the organizational level with inclusion issues. The purpose of this study was to illuminate the inclusion aspects of the school for students with disabilities. Participants in the study were three young people with disabilities who have included the school. The study has a life-historical approach in which participants talked about their school memories, which were then analyzed based on Tangen´s model in four dimensions: time, meaning, relationships, and self-determination and control. The participants believe that they included in the school system evolved but they often had to fight for their rights and sometimes had to resolve arisen situations  themselves. They have all had a student assistant. The young adults who participated in the study are positive towards inclusion and believe that this has given them better opportunities in their adult lives. Further research may be longitudinal studies of students with disabilities and further studies, how the market-school affects students with disabilities and their ability to be included at  school, studies on student assistant's function and how inclusive physical education should be conducted for students with disabilities.