The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:

- How can teachers facilitate the learning process for students with dyslexia?

- Are pupils with dyslexia included in the teachers’ education in the classroom?

- How do the other pupils integrate with the dyslexia pupils in the classroom?

- How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?

- How do you practice when to assess and rate the students with dyslexia?

The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working.

The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.