In this study, which is a part of a larger research project, the ambition is to problematize and to critically discuss the first appointment between students with intellectual disabilities and the Academy of Music in Sweden. The aim of the study is to investigate subject positions which are constructed in an encounter between a group of music instrumentalist student teachers and a group of students with intellectual disabilities. Also, the aim is to study how identity is constructed in interaction between the actors. The theoretical framework is post-structuralist and social constructionist theory. Discursive psychology has been used in a micro analysis of the activities in the classroom. A Foucault inspired analysis has provided an overarching view on the concept of discourse and Discourse theory as it is formulated by Laclau and Mouffe is suitable for a discussion of different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of time in order to study how the culture was constructed in practice. The results show that inclusion can be considered as exclusion, since the teachers positions the group of students with intellectual disabilities in ways that obstruct interacting with the other student group, constructing a practice that widen the gap between them.

Finally, the results are discussed in addition to inclusion as an ideal model in educational settings. The study´s relevance to Nordic educational research show as it is a pioneer study, covering the first time students with intellectual disabilities are gaining access to an university setting in Sweden, enabling a discussion of similar projects in other countries. Also, the issue of inclusion is of interest, as it constitutes a hegemonic discourse in Swedish, as well as in Nordic politics of education.