What's so special about special education? Voicing special education students' perspectives in smaller classes in upper secondary school

In this study, we interviewed nine students with special educational needs participating in smaller group settings in upper secondary school. The results indicate that even though these students are placed in smaller groups, which may be understood as segregation, they describe their educational setting in a positive way, seem to thrive socially and appreciate that teachers follow them closely. The students describe their current situation more positively than their experiences in elementary and secondary school. Thus, the benefits of including students with special educational needs in regular classes remains unclear, at least when the students’ perspectives are considered. • The students also seem to thrive socially in smaller groups. • The students also view special education as important. • Their relationship to their teacher is of importance. • More research is needed to navigate how we included students.