Conditions for academic learning for students receiving special education

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Abstract
This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education. The data consists of video observations of 8 individual students who have been granted special education. Through qualitative and quantitative analyses, we have found that the surface structures of both special education and general education are nearly identical. For the most part the instruction is teacher-controlled, the students receiving special education get more teacher support in special education than in general education and they cooperate to a very small degree with other students in both types of education. All in all, the students involved in special education appear to be offered the best conditions for learning in special education. Possible explanations and implications are discussed.

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