The content in this study is about special educational guidance and how it contributes to inclusion through development of a differentiated instruction (DI). The study is based on previous research in three areas: inclusion, differentiated instruction and special education guidance. The concepts are defined and delimited based on national and international research. The research questions include difficulties faced by teachers in planning and the implementation of differentiated instruction in practice and how this work can be supported by special education guidance. The theoretical starting point is practice architectures (Kemmis et al., 2014). In the analysis even dilemma perspective (Nilholm, 2005; 2007) is used.  Action research is used as method and thematic analysis is used to analyse the empirical material. The thematic analysis shows that the teacher experienced pupils´ participation, and their different levels were challenging. The thematic analysis also showed that the special educator in the supervision used five strategies to support the teachers. The discussion includes dilemmas that are identified in the study from a techer perspective: the requirement for goal fulfillment versus pupils´need and conditions, percieved lack of time versus developing a differentiated a differentiated instruction and limitations in possibilities to organize teaching according to pupils´needs and conditions. In addition, special educational guidance and dilemmas are discussed and how supervison practice is affected by and shaped in an unequal school system.