The purpose of this study is to look into how some students with intellectual disability, that are individually integrated in primary school, view their own participation. I want to shed light on how the students view their participation in the education, at times without educational purpose. What views have the students got about the educational activities that they participate in? What views have the students got about the non-educational times like, breaks, hallway situation and lunchtime in school?  

The theoretical approach in this study is phenomenology, with a lifeworld perspective. It gives the opportunity to understand the phenomenon, of being individually integrated in primary school, by capturing the students´ views. Through the lifeworld phenomenology I get access to the students´ regional world of living in school. The study has a qualitative approach, with the method qualitative interview. Two students with intellectual disability that are individually integrated in primary school have been interviewed on several occasions with help from a question guide. The questions in the guide had the purpose to get hold of the students´ own views. 

The result indicates that the individually integrated students in primary school have got the viewthat they have a participation to the degree that they wish during their days in school, where they are experiencing the different physical locations as satisfactory. The result also shows that the students need special support from educators and different kinds of material, it’s an important part of the regional world for students with individual integration in primary school.

Keywords

Individual integration, participation, intellectual disability, special support, primary school, phenomenology, lifeworld, students´ views