Abstract
Abstract The aim is to examine the work at a Swedish preschool that is striving to become inclusive for a group of children with disabilities. The bioecological model and a mixed method case study design were adopted. One head teacher, ten preschool staff members, and four children with disabilities participated. Data were collected by way of observations, one focus group interview, and two retrospective interviews. Statistical and thematic data analyses were conducted. Ethical approval was obtained. A decision is made to create a new unit in the preschool. The unit is given a specialised organisational typology. The preschool integrates activities and different types of support provisions. The quality of inclusion practices and support provisions in the preschool is almost good. At a time when inclusion is valued, this study can provide a basis for interesting discussions about preschool inclusion in Sweden and other countries.
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