Providing this postgraduate education for teachers within teacher education aim to enhance research links in teacher education and the capacity to educate teachers in undersized areas. The postgraduate school has two goals. Firstly, it aims to develop skills and contribute with knowledge for Swedish special education teacher training. One of the main areas in need of improvement in particular is special didactics for students with neurodevelopmental disorders/conditions (NDD), which 10% of all students in Swedish schools are estimated to have (Boyle et al., 2011). Another area in need of research-based knowledge is education for students with intellectual disabilities. Our intention is to maintain a strong focus on five areas to build upon a common base of knowledge needed for teacher educators in special education: 1) Theory of Special Education Research, 2) Special Didactics of Mathematics, 3) Special Didactics of Language-, Writing-, Reading and Hearing, 4) Special Didactics of Intellectual Disorders, and 5) Inclusive Education for Students with NDD. Due to existing United Nations conventions, we must also take into consideration how to help students with low intellectual abilities. To avoid stigmatizing students, we will emphasize a relational and functional environmental perspective as an approach in pedagogical practice to visualize, analyze and discuss the meaning of relations. We will also help draw attention to the relationship between the students as well as that of student and teacher to enhance inclusive learning (Aspelin, 2012; Aspelin & Persson, 2011). The doctoral students can choose their study object within a wide range of special educational challenges. Secondly, we intend to study how professional development can be developed so that it can give and gather feedback in special didactics during the program using various professional development models for teachers such as improvement science (Lewis, 2015), teaching research groups (Yang, 2009), and learning and lesson studies (Pang & Ling, 2012). By that, we strive to enhance the teacher educators’ readiness to educate teachers who are required to supervise and guide colleagues with the aim of improving the teaching and learning for students in SEN. In their role to teach students, we strive to foster a generic competence to regard the relationship between teachers and students as a powerful tool to create inclusive learning environments, which take into consideration the students’ perspectives. The research program, which has received nearly 40 million SEK to run thr program 2018-2022, will be presented during the session.