The aim of this study was to critically analyse the bill (2021/22:162) which lay the foundation for the upcoming changes to the Swedish Education Act. Applying Carol Bacchi's framework “What’s the problem represented to be?”, this study aimed to answer how problems and solutions were presented in relation to the school's assignment towards students with intellectual disabilities (ID). In addition, identifying what silences could be discovered in the bill. Dyson and Millward's forms of inclusion constituted the study's theoretical framework. The analysed areas were limited to strengthening student health, guaranteeing early support efforts, and replacing and eliminating certain outdated concepts. The results show that none of the government's proposals met the criteria for strong inclusion, but contained both inclusive and exclusionary elements. Although the bill presented an ambition to strengthen the education for students with ID, results showed that this ambition did not include all students. Depending on which proposal the government presented, students with ID were attributed different characteristics to justify the government's proposal. This study also shows that the presented solutions were applicable within the existing school system and deriving from individual shortcomings. Further problematization of overall obstacles for students with ID was thus missing.

Sammanfattning Studien syftar till att utifrån ett lärarperspektiv belysa elevers inflytande vid undervisning i grundsärskolan. I studien undersöks hur några lärare i grundsärskolan definierar begreppet elev­inflytande, hur lärarna beskriver att de skapar förutsättningar för elevinflytande i sin under­visning samt vilka utmaningar lärarna beskriver att de möter i sitt arbete. Studien har gjorts med en kvalitativ forskningsansats där nio lärare som undervisar i grundsärskolan har intervjuats.  Studiens teoretiska ramverk är Shiers delaktighetsmodell (Shier, 2001). Med utgångspunkt i delaktighets­modellen har fem begrepp använts för att analysera intervjuerna utifrån öppningar, möjligheter, skyldigheter, resurser och utmaningar. Samtliga lärare i studien definierar elevinflytande som att eleven ska ges möjlighet att vara en del av beslutsprocessen för att kunna påverka undervisningen. Knappt hälften av lärarna beskriver denna definition i kombination med att elevinflytande även innebär att bli lyssnad på.   En god relation mellan lärare och elev visar sig vara en framgångsfaktor för elevinflytande i studiens resultat. Förmågor som lärarna behöver besitta är viljan till lyhördhet, öppenhet samt att visa tillit till elevens förmåga. En viktig del i lärarnas beskrivning av arbetet för elev­inflytande är att varje elev blir lyssnad till, även om hen inte alltid får sin vilja igenom. Elevernas bristande kommunikativa och kognitiva färdigheter ses som en tydlig utmaning för elev­inflytande. Den individuella elevens förutsättningar till inflytande beror helt på lärarens förmåga att tolka dess intentioner. Resultatet synliggör behovet av stödstrukturer exempelvis bildstöd som en förutsättning för elevens möjligheter att kunna göra aktiva val och delta i demokratiska processer. Organisatoriska faktorer såsom skolans lokaler och personaltillgång framträder i resultatet som viktiga förutsättningar för hur lärarna kan få elevinflytande att komma till stånd. Undermåliga förutsättningar gällande dessa faktorer leder istället till utmaningar för lärarna samt begränsar elevinflytande. / Abstract The study aims to highlight, from a teacher's perspective, the influence students may have on teaching practice in compulsory school for students with intellectual disability (ID). Moreover the study examines how teachers in  compulsory school for students with ID define the concept of student influence, the teachers’ descriptions of how they create conditions for students to influence their teaching practice, and what challenges the teachers define in this area of work. The study has been accomplished through a qualitative research approach where nine teachers teaching in compulsory school for students with ID have been interviewed.  The study's theoretical framework is based on Shier's participation model (Shier, 2001). Based on the participation model, the following five concepts have been used to analyse the interviews; openings, opportunities, obligations, resources, and challenges. All teachers in the study define student influence primarily based on a description where the student must be given the opportunity to actively be part of decision-making in order to influence teaching practice. Less than half of  teachers' definitions also describe a combination of being given the opportunity to be able to influence via participation in decision-making processes, as well as a student influence that incorporates being listened to and actively being asked for their opinion. The study shows that a good relationship between teacher and student is a vital factor for successful student influence. Abilities that teachers need to possess are perceptiveness, openness, and the capacity to show confidence in the student's own ability. An important part of the teachers' description of laying the ground for positive student influence is that each student is listened to, even if they do not always get their way. Student lack of communicative and cognitive skill is described as a clear challenge for student influencing ability. Subsequently, the individual student's potential for influence depends on the teacher's ability to interpret their intentions. It becomes visible in the results how important different support structures, such as image support and/or word support, constitute a prerequisite for the student's ability to make active choices and participate in democratic processes. Organisational factors such as the school's premises and staff availability are prominent in the results as important factors for how teachers can stimulate student influence. Poor conditions regarding these factors, on the other hand, lead to challenges for teachers and limit student influence.