The education system in Sweden is progressing towards integrated schools with inclusive education, one school for all, but there are still classes and schools separated from the rest. The aim of this study was to examine the learning environment for children with language disorder in different type of school organizations - an inclusive school for all children, regardless of functional ability, and an adapted language school for children diagnosed with general language disorder.   Several methods were used in triangulation. Four observations were made, two in one class in each school, and four interviews were held with one special education teacher, one speech therapist and two class teachers. Regulatory documents of local development were analyzed as well. The data was structured under the themes of organization of learning environment, work and responsibility and also adaptation and support.   In conclusion, the study shows that the children in the language school were separated from ONE school for all, but were part of an inclusive learning environment. The children in the inclusive school, however, were integrated but not yet fully part of an inclusive environment, although their school is making progress in that direction.