The purpose of this study is to compare an inquiry-based teaching method for natural sciences in municipal schools and special education and to find out if this way of teaching may be helpful when working with students with Attention Deficit Hyperactivity Disorder (ADHD).

The Swedish national curriculum of 2011 states that teaching methods should be fitted to every student’s needs and preconditions. The implication of this is very important for all students, especially for children with special needs. The theoretical framework that has been applied as a foundation for this study is Vygotskijs "Zone of Proximal Development" and Deweys "Learning by Doing". The method applied for the study is a semi structured interview and five teachers where interviewed.

The result of the study shows that teachers with a higher education in natural sciences are more confident with regards to teaching natural sciences and the application of the inquiry-based way of teaching. All the interviewed teachers find inquiry-based teaching to be helpful to all students but perhaps in particular for students with ADHD due to the fact that these lessons are broken down into smaller pieces of activities which helps the students keep their focus easier. This is particularly helpful for students with ADHD since their main challenge is hyperactivity.