This description is based on two subsequent lessons on the same day on different topics: the first was a German lesson, the second one was on bees. Let me try and describe the lessons.

Kasim holds up word cards for everyone to see and calls out another pupil’s name, who has to say which word class it belongs to. Then this pupil takes the word card and sticks it onto the blackboard under one of the three headings. When this is finished, the teacher invites everybody to find and correct the mismatched words.

Kasim cannot contribute anything to the intellectual aspect, but he is, nevertheless, instrumental within the group process as he can distribute his favour freely and feels important.

In addition to that, the pupils clap the syllables and indicate where the word can be separated at the end of the line by drawing a coloured vertical line.

At the same time, Kasim works at the computer, first just typing away, filling the screen with letters that make no sense. After an intervention by the teacher he slowly and with concentration and effort types his first name: again and again.

Thirdly, the support teacher works with the other three special children: they have got the halves of the word cards in front of them on the floor. After shuffling them, they pick up cards to reconstruct whole words, which they then write into their exercise books.

While doing this, Carmen is not convinced of her solution and asks Philip, who willingly interrupts his own work to help her.

During these activities, which keep the majority of the children busy, the class teacher first works with Kasim showing him how to form little coloured paper balls, glue them onto the letters of his name on a cardboard.

Kasim eventually wants to be on the video with his finished product. So does Dominik, who is very proud.

After that she works with Patrik on the computer. It is extremely difficult for him to control his hands and fingers, and it is a great achievement for him to be able to write some words correctly.

During break the girls spontaneously play a game.

A teacher-guided gathering of information about bees, then focussing on hives, cells, and the production of honey.

The teacher demonstrates how they can build a model of part of a bee hive. Every pupil has a task in building a cell and eventually gluing the cells together. Tasks are distributed according to ability, some doing only part of the cutting, others making a whole cell.

Again: one pupil can make a cell, maybe two, but to make a hive it takes a whole group of pupils who co-operate.

Pupils who have finished go to the theme boxes and pick up one of the sheets or materials to work autonomously.