Aim: The purpose of the study is to study inclusion work from a physical education teacher's perspective, to give an image of what work with inclusion looks like and what challenges the teachers face. This is to contribute knowledge about how a good learning environment is created so that more students can be given the opportunity to achieve the knowledge requirements. The following questions have been formulated in order to answer the purpose of the study: What factors do the teachers consider to be decisive in achieving an inclusive learning environment? What methods do the teachers use to create an inclusive learning environment? How do the teachers experience the work of creating an inclusive learning environment?
Method: The method used is of a qualitative nature and data collection has been carried out through a series of semi-structured interviews. Six teachers in physical education and health were selected through a goal-directed selection which later also expressed itself through a snowball selection. The interviews took place both physically on site at the schools where the teachers work and via the digital meeting platform Zoom. The interviews was then transcribed by hand to be analyzed using thematic analysis. As a theoretical framework, frame factor theory and Scheff's theory of social bonds were used.
Results: The teachers believe that the most important factors for achieving an inclusive learning environment are: leadership, relationship building and adaptations. It is important that the teacher radiates a confident leadership where a commitment and interest in the students is at the center. In order to reach the students, the teacher needs to be able to create trusting relationships with the students. The teachers do this in one way or another throughout the school day by being responsive and interested. Furthermore, the teachers try to organize the teaching so that the students are allowed to work according to their own ability and to their individual level. The teachers feel that they have good opportunities to create an inclusive learning environment despite large classes.
Conclusions: Through flexibility, commitment, interest and a certain amount of ingenuity, the teachers find a way to create an inclusive learning environment. The teachers do this through clear leadership, relationship building and various didactic choices. This despite large classes and sometimes questionable support from management.