This is a qualitative study whit purpose of showing how teachers work whit students in need of special support in school. The purpose has been to study what teachers mean whit special aid, and if the support is individually adapted for each students needs. I have trougt interviews, observations and examinations of diverse documents found paradoxes where teachers and the scool leaders claim that they work whit the integration of all the students at school, while the teality shows a different picture. I have found a clear segregation of students, where they have on repeated occasions had to leave the classroom to receive tuition. The school stuff has a wide iiew of wich students are included in the term "students in need of special tuition". The interviews also show that it is often students who have an action plan in place who are included in the target group. The action plan is to clarify the difficulties and in lighten the measures to facilitate the student´s situation at school. The goal is that all students can fulfill their educational needs in a satisfactory manner. The educationists emphaize that is not only about the lack of knowledge that shows the need of special assistance. Many time it is the students whit social and emotional difficulties who need extra support occasionally, or sometimes longer periods. One group of students that all the teachers agree need help are those with reading and writing problems. Studies show that students do not need to be diagnosed to receive extra help. Teachers recognize the need of individual assessment of very individual case, so all students can receive the support they are entitled to. The teachers aim is to satisy the needs for special support for those students who need it as quickly as possible. There are no particular directives as to how those specific should be, that judgment should be made by the teacher in the class.