Context: The context of the study is visual arts education in Compulsory School for Pupils with Intellectual Disabilities in Sweden. In the presentation the conditions offered for pupils with disabilities are discussed in relation to learning through visual arts education.

Aim and research question: The aim of the study is to investigate the conditions for creating agency for these pupils through work with different techniques, tools and materials related to knowledge goals in the syllabus for visual arts. The research question is: - What agency is created by making materials and tools available for pupils with disabilities?

Theory: In order for a school environment to be supportive and inclusive where the student can participate on their own terms (Convention on the Rights of Persons with Disabilities, 2006), the student's ability needs to be taken into account and the physical, social and educational environment needs to be adapted (Florian & Black-Hawkins, 2011). The classroom as a learning environment poses a challenge for many pupils, especially with multiple disabilities why teaching needs to be adapted through a broadening of methods and didactics (Florian & Linklater, 2010). Independence and autonomy are goals where strengthening intrinsic motivation is central (Bühler et al., 2018). Visual aids can be used to promote learning and development and to create opportunities for participation combining verbal and visual information. By working with two- and three-dimensionality through images and multimodal forms of expression (Sartori & Peralta, 2022) it is possbile to promote both information processing and language development (Caviglioli, 2021).

Method: The method consists of an autoethnographic study (Ellis & Bochner, 2000) and is based on an art teacher's reflections on her classroom teaching from grades 7-9 with pupils with multiple disabilities. The material, the autoethnographic reflections, are produced by the teacher through observation and visual field notes. In the study, she has collaborated with a researcher participating in the analysis of the material. The research material has been collected in classes varying in number between 1-4 pupils on 15 occasions (2024-2025). Analysis: Hartson (2003) presents four different types of affordances: cognitive affordance, physical affordance, sensory affordance and functional affordance. In the analysis of the results Hartson’s interpretation is developed to embrace an emotional affordance.

Result: The study focuses on how different types of meaning-making can be achieved and create agency for pupils with multiple disabilities and emphasises the importance of a relational approach in the use of artifacts, symbols and visual aids. Different aspects of what can be staged in learning situations are exemplified showing how working with aesthetic expressions is a way to create participation for pupils with multiple disabilities as these forms of expression offer a varied way of communicating and learning. The expanding classroom (Palmér, 2024) involves taking advantage of pupils' everyday culture outside of teaching. By incorporating pupils' interest and initiative as inspiration in the learning situation, teaching can reach beyond everyday school life itself. Relevance: Pupils with multiple disabilities have different cognitive and physical challenges and there can be a great deal of variation between pupils in the same age group. There can also be variation in impairments within an individual. Karlsson et al. (2024) highlight the importance of a responsive communication style where the adult always has the responsibility to adapt their communication based on the pupil and be a good communication partner. The study is a contribution to this area through work with visual arts education in compulsory school with pupils with intellectual disabilities.

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