The purpose of this thesis is to develop a model for analysing interpersonal interaction. Thereafter, based on the foundation of this model, construct an analysis of research as well as a content and methodological analysis. This model is then to be replicated in an empirical study within the framework of self contained special educational classes consisting of pupils with mental retardation.

The model of interaction is developed from a structuralistic perspective. It is based on the work of Kylén and theorists such as Piaget and Bronfenbrenner. Interpersonal interaction between two or more persons is seen as the function of their relationship and their interpersonal behaviour, personal characteristics of the individuals and properties of the environment in which the interaction occurs. The analysis of research includes 155 articles published in international research journals between 1970 and 1989. The content and methodological analysis is based on Kuhn. The empirical study which focused on interpersonal interaction is based on observational data collected from 24 special educational classes under natural class-room conditions.

One of the results from the analysis of research was that mental retardation with high probability leads to deviating interpersonal interaction. This however can not be explained by the individuals intellectual disability, as supported by studies of the relationship between intelligence and interaction. Results from the methodological and content analysis showed that selection of methods as well as subject matter cannot be explained solely by scientifically based statements of a methodological and theoretical nature. Implications for the validity of the scientifically based knowledge of the area are discussed. Results from the empirical study illustrated that within the majority of the classes interpersonal interaction was scarce and often no interaction occurred at all. It also showed that a majority of the interaction sequences were <15 seconds. Implications for the development of students interpersonal skills are discussed. Results also showed that the utilized pedagogical strategies were not optimal for stimulating interpersonal interaction or the development of interpersonal skills. The findings are discussed in relation to traditionally and historically based concepts regarding the role of school, which has primarily been to assist students in accomplishing academic achievements. In the final chapter the results from the different sections of the study are discussed from the perspective of normalization and integration. The results are also discussed from the perspective of their implications for future research on interpersonal interaction.