Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.

中文翻译：

---

学习环境的构建：特殊教育环境中的多个案例研究

智力障碍学生在隔离环境中接受的教育通常被描述为统一的学校教育形式。提供这些环境以及智障学生需要学习的内容的简化描述存在风险。这一般是在政策文件中规定的，为学校工作人员解释课程和形成学习环境留下了空间。本研究的目的是探讨瑞典智障学生接受教育的隔离环境中如何构建四种不同的学习环境。该研究是一项多案例研究，对四个智障学生特殊班级（SCID）的教师和学生进行了观察和访谈。根据课程理论，四种学习环境，分别命名为Alpha、Beta、Gamma和Delta班，似乎具有不同的学校教育理念，分别被标记为知识中介、社交、功能性生活技能和关爱。以及以教师为中心的课堂。该研究有助于加深对隔离环境中智障学生教育复杂性的理解。