Topic: In the autumn of 2006 the school reform called The Knowledge Promotion was introduced in Norway. This is a reform for the 10-year elementary school and upper secondary education and training, and the curriculum for the Knowledge Promotion encompasses these educations as a whole.The objectives and quality framework are laid down in The National Curriculum for the Knowledge Promotion. It introduces certain changes in substance, structure and organization from the first grade in the 10-year elementary school to the last grade in upper secondary education and training. The authority wants realization of the goals through differentiated education. If the student do not benefit properly from ordinary education, he or she is entitled to special education or tuition. This presentation is based on a bigger study concerning evaluation of the implementation of this reform, and this part will discuss special education. The interest will deal with how this education is organized and how the teachers work inside the classroom with special education students. Research question: How does the school organize special education in junior high school? How do teachers work with these students? How do teacher argument for their way of working? How do the teachers work with assessments for learning for special students? How do the teachers cooperate with parents? Theories: To describe and understand how the special education is organized and carried out in junior high school several theoretical paradigms will be used. Some of the paradigms or concepts are: system approach / socio- cultural ecology (Bromfennbrenner 1979, empowerment (Croft & Beresford 1989), curriculum theory (Engelsen 2007), inclusion theory- how this conception change from the curriculum to practise (Mik- Meyer 2005), theory about assessment of and for learning (Black & Wiliam, 1998).

Three Junior High Schools were chosen for this research. In each school three teachers from 8. grade, 9. grade and 10. grade were chosen. At least one of the teachers on each grade had to educate students with special education. Qualitative interviews were taken with all of the teachers.

Something new is happening in the field of special education in Norway, at least in Junior high school. The most sensational is that in some lessons several special education students are taken out from their classes and given education together. This means that groups of students with very different learning disabilities and problems are put together with one teacher. These groups count sometimes as many students as the students inside the ordinary groups. This means that students without disabilities are given a better situation for learning when the students with disability are taken out of the class. Is this one of the Pisa evaluation result?