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Abstract

Background: If a student is at risk of not achieving the established goals because of language reading- and writing difficulties, the school must provide extra support in the form of adaptations within the framework of regular teaching. Research has shown that although teachers view inclusion as important, they also report challenges in implementing and integrating these extra adaptations in regular teaching.

Purpose: The purpose of this study was, therefore, to investigate and analyze the obstacles and opportunities that exist for teachers in integrating extra adaptations and special support measures within the framework of regular teaching in the classroom.

Method: An inline survey was used, containing questions with multiple choice options and open-ended questions for detailed information. A total of 49 individuals responded to the survey.

Result: The result shows that the teachers did experience special support measures and extra adaptations as more of a challenge than an opportunity when it comes to identifying needs, planning for and implementing within the framework of regular teaching.