As society is getting more and more digitalized, expectations rise for the school system to educate members of society with skills to work in, and contribute to, the digital society. One example of expectations is the Government's National Digitalization Strategy for the school system from 2017. It states that “the Swedish school system must in the forefront in using the possibilities of digitalisation in the best ways to achieve a high level of digital competence in children and students, and to promote knowledge development and equivalence”. How these expectations change the conditions for education, teaching and learning is not yet clear.
Both educational and special educational research shows that digital technology can benefit students' learning if the technology is planned for and integrated into the teaching in an adequate way, which partly confirms the arguments of the digitalisation strategy. However, very little research has focused on the position of SENCOs and special teachers in the digitization process. My research intends to create knowledge about the conditions that the school's digitalisation creates and/or changes, with special focus on the conditions for special education.