Earlier studies shows that democracy within the preschool is an important and on-going work, but could implicate certain consequences. For example that goals regarding democracy and influence in the preschool, rarely is done in practice but instead remains just words on a paper. It could also mean that the pedagogues lack education and knowledge within the area, but also how they react to the influence of children.   Preschool is expected to be a place for all children, no matter what luggage the child is carrying. The luggage is filled with the life experience, the personality and in this case the needs that the child has. The needs could be anything from nearness to physical and psychological disorders that requires more pedagogical attention. We have in this study looked closer into how children in need of certain support are allowed to influence the everyday work in the preschool. We have observed two different preschools within the same school district, interviewed teachers and handed out questionnaires to parents and legal guardians. The object has been to study if children with disabilities and children without disabilities, gets the same opportunity to influence and to participate in the everyday work in the preschool. Our question formulation in this study is; How does children with special needs get the opportunity to influence the everyday work within the preschool?   By comparing these preschools we have been able to draw the conclusion that differences exist regarding how the children gets to influence the everyday work in the preschool. A lot of it has to do with what approach and viewpoint the pedagogue has regarding inclusion. The goals from the curriculum and other steering documents, often ends up only being guidelines and are not fulfilled. The children we have studied has disabilities which are both neurological and neuropsychiatrical. The result in this study does not represent the entire teacher community. It is only based on the preschools that we have decided to observe.