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Abstract

Following case study aims to investigate how the organizational, didactic and pedagogical factors affects the visual art education for students with neuropsychiatric disabilities in Swedish high schools. In the case study one visual art teacher describes their experiences of how different aspects of school’s organization as well as their personal strategies for educating students takes effect. The result of the study is based on interviews, observation and collection of lesson-material by the teacher. Through thematic analysis five themes are found in the results, which are interpreted through Vygotskij’s sociocultural perspective on learning. In summary the case study shows that the organizational factors impact the education, but mostly to the favor of the teacher. Resources such as support by special education- professionals are available and the knowledge about neuropsychiatric disabilities are well substantiated through further education for teachers. The dilemmas shown in the result instead revolves around the art curriculum in relation to neuropsychiatric disabilities. The teacher describes implementing several general adaptions to lesson-design to accommodate students with disabilities, as well as individual solutions in tuition and assessment.