The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:

- How does Ideskolan cope with and support students with reading and writing difficulties

This has in turn generated the following questions:

- How is special education organized at Ideskolan?

- Is a diagnose always needed in order to deploy extra support?

The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.

The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?

The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.

Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.