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Segregated special education units, designated for pupils diagnosed with ADHD and/or autism, exist in several municipalities and compulsory schools in Sweden. These interventions are justified by the argument that pupils with these diagnoses require specialised provisions that differ from those in conventional classroom settings. However, previous research has identified several challenges associated with these settings, such as ambiguity in the objectives and goals of segregated special education units, insufficient evaluations, and the exclusionary and stigmatising effects of such placements. Additionally, prior research emphasises the neuropsychiatric influence on schools' decision-making processes regarding the support requirements of diagnosed pupils, commonly referred to as the neuropsychiatric paradigm. Despite the intentions of, for example, school leaders and educational staff to develop inclusive learning environments in special educational settings, such endeavours may be hindered by a lack of conditions conducive to organisational learning. Factors impeding organisational learning can manifest as conflicting interests and divergent understandings of the purpose of special educational settings among educational staff and school leaders. This is problematic when diagnoses such as ADHD and autism serve as explanatory models for support needs, leading to placements in segregated special education units with potentially stigmatising and exclusionary consequences.

Therefore, the purpose of this thesis is to investigate and understand organisational learning in relation to segregated special education units designated for pupils diagnosed with ADHD and/or autism. Additionally, the thesis aims to problematise and critically examine how segregated special education units are understood by educational team members and school leaders. This thesis addresses the following research questions: What influencing factors, in the form of obstacles and prerequisites for organisational learning, emerge among team members and school leaders in segregated special education units intended for pupils diagnosed with ADHD and/or autism? and What significance do the diagnoses of ADHD and autism hold as influencing factors for the team members' and school leaders' understanding of segregated special education units? The thesis comprises four studies based on empirical data from team members and school leaders from three segregated special education units in a Swedish municipality. The empirical data includes semi-structured interviews (N=26), analysed using qualitative content and critical discourse analysis, framed by pragmatism and critical pragmatism. Additionally, models of organisational learning were utilised. The results indicate that unclear definitions of the segregated special education units, including their purpose and goals, inhibit organisational learning and complicate a shared understanding of the units. The findings underscore the importance of contextually understanding the obstacles and prerequisites for organisational learning. The diagnoses of ADHD and/or autism, framed within the neuropsychiatric paradigm, can be seen as a broader and overarching influencing factor. These factors have implications for the development of a holistic perspective and thus impact organisational learning.