Hvordan arbeider et utvalg lærere for å tilpasse opplæringen for elever med spesialpedagogisk vedtak der kroppslig uro er en del av utfordringene?'

Abstract Teaching must be adapted to the individual pupil within the learning community. Pupils who need adapted teaching beyond the ordinary teaching programme, are entitled to special-needs education. These pupils struggle in school and have a greater need for adaption and differentiation than others. Some of these also struggle with bodily turmoil. This may degenerate as wandering, fidgeting and general restlessness. This bodily turmoil may potentially make it more demanding for the teacher to adapt the teaching in a way which may benefit both the pupil and the learning community altogether. The principle of inclusion is central, where the pupils’ teaching shall for the most part take place within the class environment and be a part of the learning community. The topics investigated in this thesis are special-needs education, adapted teaching, relations, motivation and mastering and inclusion. The goal of this thesis is to investigate and discuss the following question: «How does a selection of teachers work to adapt teaching for pupils with special-needs education where bodily turmoil is a part of their challenge?» The study has a qualitative approch. I have conducted interviews of five teachers of both sexes, working at schools in different cities. They are all the main teacher in classes at upper primary school and have experience in teaching pupils with these struggles. My findings shows that pedagogical relations are a central part of working with struggling pupils. A good relationship between teacher and pupil makes it easier to adapt teaching, increase motivation and help mastering tasks. The study shows that differentiated tasks and activity breaks are highlighted in adapted teaching for these pupils. The class environment and social activity are also central to the pupils’ well-being, adaption and inclution. How special-needs education is organized differ among my interviewees. Generally, it appears that the teachers lack insight as to what goes on in the special-needs education and that the main responsibility of these lessons are burdened upon the person that conducts the