Abstract In this project I have had focus on classroom management and inclusion. The overall problem that I have been examining is: How is it possible to work with inclusion in the public schools in Denmark? I have kept my focus on the following questions: - Which theoretical standpoints can one have in this work? - Which view could a teacher have to her class and the students in it in a school who emphasizes the including workframe? This project is based on empirical data, which I have collected in a small school in Denmark. I have taken a phenomenological standpoint, and therefore I have chosen to work with my data out from a qualitative view. Due to the theory of Rasmus Alenkær, which emphasizes that including work needs cooperation between the leader, the teachers and the students, I chose to collect data from all three groups. The students I chose to observe, so I made three days of participation observation in their classroom. Since it’s also important that the teachers work together as a homogenous group, I chose to interview them all together in a focus group interview. The leader I chose to interview with a semistructured interview. The theories I ended up using due to inclusion theory and my data collected were appreciative inquiry, systemic theory, socialconstructionism, the approach to classroom management which focuses on differentiation and as the last thing I was looking at the zone for the nearest development. My conclusions were that all these theories and approaches worked beautifully together and were the right help in doing including work in the classroom. Furthermore I concluded that there is a pure and a practical approach to inclusion, and that we in the first many years to come would have to use the practice approach, if we want to
implement inclusion at our schools, first when that’s done, the pure approach can work as it is intended to.