The aim of the thesis was to investigate how teachers in primary school work with inclusion in full-class teaching in classes where there are students with a diagnosed neuropsychiatric disability. The survey was based on interviews with five primary school teachers on how they work with inclusion in full-class teaching. The results show that all the teachers use different aids depending on the difficulties the pupil with the NPF diagnosis has. In the teaching they use special books, games and cards, reading services and apps, movies etc. When all the teachers plan their lessons with regard to pupils with NPF diagnosis, they think about the different difficulties the students have. For most of the teachers it is important to vary the lessons to reach students with NPF diagnosis since it is a way for the teacher to individualize the teaching. At the schools where most of the teachers work in, the headmaster has invested in a education for the staff, which is called "inclusion". The teachers at the schools also have meetings where they discuss and consult each other on individual students with NPF diagnosis and what works for that particular student. Most teachers work with special teachers, special educators and student health as they have a student health meeting at least once a month to discuss different students with NPF diagnosis learning. Special educators and specialist teachers meet student health and other teachers to follow up students with NPF diagnosis and how teachers, special educators, specialist teachers and student health can work together to support these students in their learning. The problem is that it sometimes takes longer time get support if a problem occurs with students with NPF diagnosis. This is because there are no resources and beneficial meetings and discussions between teachers and staff with special educational competence.