The perspective of inclusion within the preschool and school system implies that children of the same age should be able to be taught together and participate in the same context despite their qualifications. Differences must be looked upon as a resource and the teaching process should be adapted to suit children’s needs rather than the children having to adapt to the environment. However, what does the inclusion of children with special needs actually look like within the preschool and school system? The aim of this study was to investigate which role the special educators play in the inclusion process. Also, to find out possible similarities and differences between their work in preschool compared to the lower level of compulsory school. Two principals and seven pedagogues from different educational fields, all working within the same school area, were interviewed. The results showed that the work of the special educators differed between the two educational systems. The work within the school system was more topic-oriented whereas the work within the preschool system emphasized on communication and interaction. There were however more similarities than differences. For example the way the special educators mapped the different needs of the children and how they cooperated with other pedagogues. All pedagogues and the principals were convinced that the special educators played an important role in encouraging inclusion.