The aim of this thesis was to investigate the relation between different kinds ofremedial teaching models, not specifically addressed to pupils with physicaldisabilities, in the Swedish school context, and to describe and analyze theobjectives related to each model. Research focus was held on professionaldescriptions of school related problems and arguments for different kind of models,but also on objectives formulated in Swedish school policy. As theoretical toolswere used discourse analysis and interpretive policy analysis. The concept ofalienation as it appears throughout Foucault’s work was also used to understand howdifferent knowledge fields as education, special education, psychology and medicinedivide themselves from each other. The study was based on the reading of schoolfiles for 19 pupils and some central school policy documents. The result implies thatSwedish school is, and seems to always have been differentiated, though legaldocuments proclaim the opposite. Further the thesis shows that especially social andpsychological dimensions of special school support is excluded from officialeducational policy in contrast to more medical ones, which in turn implies thatcertain remedial teaching models virtually are made invisible.