| Summary: | This study aims to increase the understanding of how some teachers and special education teachers work and relate to pupils with difficulties, and in which way they use guiding documents in their daily work. Over the last four decades the curricula in Sweden have aimed at creating a school for everybody though, without any significant success. Today, many students leave the comprehensive school without grades in the subjects Swedish, Maths, and English. Since the obligatory school was introduced, pupils that have been considered un-normal have been sorted out to other groups and classes, where teachers with special competence have been working. The designation “a school for everybody” is described in perspective from four different definitions. Two general, national, guiding documents, the school law and the curriculum, Lpo -94, is described. The study covers pupils with difficulties, but without diagnoses. They are considered disturbing in the classroom. Different designations of these pupils are described in the study. To get in contact with these pupils, it is important that teachers have knowledge about different strategies how to help them in a positive manner. It is valuable to know which basic needs that people need to get satisfied in order to develop. The competence in special needs education is pointed out in order to create understanding of when and where it can be used. It should not only be used when the situation already has become untenable, but also in a proactive manner. A qualitative interview survey among four active teachers working with children in the ages 4-9 years and two special education teachers has been accomplished. The results of the survey show that the teachers achieve their good results through their positive attitude. They are able to meet the pupil on its own level, even though the teachers in many respects are responsible to interpret Lpo-94 on their own. The teachers are aware of their profession, and therefore they know when a situation must be changed. They know when they must call for help and they are also able to hand over responsibilities to other professions if needed. According to the teachers, a school for everybody can only be achieved if changes are made within the organisation of the school system. Special education teachers are working proactive and, if needed, together with all relevant persons related to the pupils with difficulties.
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