"A preschool for all", as often referred to by politicians, means that preschool should be an activity that is inclusive and adapted to each child's individual needs, prerequisites and abilities. But how does it actually work with inclusion in practice?

Our study aims at gaining insight into how caregivers of children with food allergies experience the treatment and inclusion of preschools in children with food allergy. It also aims at gaining into if educators think they have sufficient knowledge in the subject and how to best respond and include children with these special needs.

The study was conducted through a total of eight qualitative interviews with both caregivers and educators around the Stockholm area. For the theoretical part of this study we have chosen the developmental egological model, which in its entirety is based on the individual´s interaction with the environment. The result shows that the perceptions look a bit different, but most caregivers still think that cooperation with preschool works well, although knowledge about food allergy is not always there. Educators also find themselves having similar views. Everybody believes that it is the ultimate responsibility of the chef to ensure that all children are included in meal situations. Most educators also say that the knowledge they received came primarily from the caregivers of children with food allergies. None of the educators have gained knowledge through the workplace.