Norway is becoming a more multicultural/ multilingual society and with this comes an added challenge for all teachers who adapt the curriculum and provide an inclusive education for all pupils, within the confines of the existing system. An increasing group of pupils within the education system are those who have newly arrived in Norway (Dewilde & Kulbrandstad, 2016). They come from various cultures and backgrounds and speak many different languages, but politically they are treated as a single entity when offered provisions within the education system (Hilt, 2016). The introductory classroom is one type of educational provision available to these newly arrived pupils. Here they are offered one to two years, by law, in which to acquire the rudiments of the Norwegian language. They are then deemed to have a 'sufficient proficiency' in the language to continue their education within the mainstream (Opplæringslova, 1998, §2-8). There are high expectations placed upon these teachers working in introductory classrooms to teach these pupils Norwegian, as quickly and effectively as possible "for the sake of integration" (Utdanningsdirektoratet, 2016). In this presentation we wish to highlight some of the challenges and ethical dilemmas these teachers face, based upon empirical data from interviews. The teachers were from several different introductory classes ('innføringsklasser'), 3rd to 10th grade. Some of the fundamental questions we ask are: 'In what ways do these teachers reflect upon their pedagogical and personal interactions when engaging with these pupils, who are in their care for such a short time?', 'What kinds of dilemmas are they faced with?'. In the continental tradition of pedagogikk Biesta approaches the art of teaching as finding the right balance between the three educational functions of qualification, socialization, and subjectification (Biesta, 2012; Biesta, 2014). Our informants have experience in adapting their methods of teaching to 'fit the pupil', they regard the 'uniqueness' of their pupils and how education impacts upon them. This has implications in the way they meet these pupils and the need to establish a relationship with them quickly. The teacher's unique insight, experience, and reflections in this field may also provide valuable professional insight into teacher judgment in inclusive education.

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