Abstract
This paper aims to present a holistic approach to special education in Sweden, focusing on early reading instruction and its compatibility with inclusive strategies at school. Special education is an interdisciplinary field comprising subjective and objective aspects of the individual and the environment. Particularly relevant in early reading instruction is the interaction of psychological and biological prerequisites in the environment’s individual, social, and physical characteristics. A case description is included to illustrate the complexity of special educational needs in relation to increased freedom of choice and inclusive strategies at school.
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