The paper is connected to a larger research program “the function of special need education” (SPEED), a research project between Hedmark University College and Volda University College (2012-16), were we now have all the data sampled to be analysed. The research project deal with four groups of pupils receiving special education in accordance with § 5.1 in the Norwegian Education Act: pupils with behavioral problems, dyslexia, dyscalculia and language minority pupils. My proposal refers to the group of pupils with problems of their conduct, and I will discuss the concept of their problem of learning and behavior and what kind of teaching and education the students received in ordinary and special need education in the paper. The main research question in my paper proposal; “What kind of inclusive education is contributed for student with conduct problem in school?”

The research program SPEED concerned with the following variables and research questions: How is special education conceptualized in practice, and how does the actual conceptualization differ from general or ordinary education? Which categories of pupils are recruited into special education, and which categories are not? How is special education organized, and what is the relation between special and ordinary education? What characterizes the teaching in special education compared to regular or ordinary teaching? What are the outcomes of special education compared to regular teaching? We can’t answer all these questions, but we intend to analyze the relationships between ordinary and special education, discussing the relative importance of each of them in relation to students learning outcome.

More or less all students are organized in inclusive education in Norway, while the decision of some hours of special need education per week can be organized for pupils individually, in groups or in their ordinary class. Regard to the sample behavioral problem, student with and without diagnoses are included. Some of the students have received the diagnose Attention Deficit and Hyperactive Disorder (ADHD) while other are reported as being in or with behavioral problems in school. While most of the students with a diagnosis received special education in our sample, most of the other students in and with conduct problem in the selection have no decision of special education. A main aim will therefore be to examine children with conduct problems that receive special education compared to those that do not receive special education. In regard to for instance social skills, gender, well-being and their relation to teachers and peers.  The comparison of those two groups education will mainly be discussed as expectations to become educated; ”to govern may mean to conduct someone… or as a governance to impose a regime or control” (Foucault m.fl. 2007: 121).  From this perspective I will discuss students conduct problems in education and their educational outcome.

Raffnsøe (et.al. 2009) recommend a “history of dispositive” as a Foucauldian analytical framework. History of dispositive can be said to be consolidated relatively to a number of strategies to governance and to educate as the norm for a learner, in the sense that it rises in a contemporary historical approach.  Three modalities  of dispositive arise; The regulation in law and its result, the prevention of discipline discussed as the students conduct as an educational being and the measure of security (dispositifs de sècuritè) (Raffnsøe et.al. 2009: 219), regard to what kind of education and educational outcome the student receive. The dispositive gives the analytical framework to discuss “governmentality” as conduct to become educated (Foucault 2000).

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