The overall purpose of the present study is to investigate experiences of adaptations and special support during the final years of school, from junior high school to high school. Part of the aim is to analyse teachers' perceptions of the support they provide in the Swedish language subject to students who have dyslexia and/or reading and writing difficulties. The other part is to establish how students with dyslexia and/or reading and writing difficulties perceive the support they receive. To achieve the aim, three semi-structured interviews were conducted with one junior high school teacher and two high school teachers, all of whom are experienced teachers in Swedish. Furthermore, three semi-structured interviews were conducted with high school students.                     

The empirical evidence obtained was analysed based on Lev Vygotskij's sociocultural theory. The results show that the teachers partially agree on how they can adapt the teaching of Swedish for students with dyslexia and/or reading and writing difficulties from a socio-cultural perspective. Furthermore, the results demonstrate that the three teachers believe that they lack on-going education about dyslexia and reading and writing difficulties. The results from the interviews with the high school students show that they experience less support from teachers at high school compared to junior high school. We can conclude that Swedish teachers need more knowledge about the causes of dyslexia and other reading and writing difficulties in order to design sustainable and well-functioning support and adaptations. Another conclusion is that most of the teachers (2 out of 3) have insight into how the external conditions in the learning environment can be adapted to accommodate students’ reading and writing problems. A second conclusion drawn from the high school students' responses is that they would like more support from teachers in all subjects, not only Swedish. The final conclusion, which is considered very important, is their wish for the teachers to acknowledge and highlight their strengths instead of pointing out their weaknesses.