The purpose of this study is to describe and analyze four educators’ views and experiences of working with children with Autism Spectrum Disorders in relation to the concept of "One school for all". Research has shown that a segregating perspective is dominant in the school system, but the education act says that all children have a right to an equal education.

My starting point for this study has been the concept of term "One school for all" and the problems that can occur in working with children with Autism Spectrum Disorders. A school for all is a school where all children are welcome and where all children sees as equals regardless of what background or disability they have. This study will be important for newly graduated teachers who are not aware of Autism Spectrum disorders. In today's society it is important that teachers have the skills needed to work with children with all kinds of conditions where disabilities are included. This is important, not only for the children, but for the society as well. This study has a theoretical basis in special education perspective. The method is based on qualitative interviews with a hermeneutic interpretation. Previous research in the area shows that "one school for all" is a goal that has not yet been reached. The problem is that schools categorize children as normal and abnormal and uses special teachers to work with their difficulties outside the classroom. The result of this study shows that the schools that these four educators work in have a compensating perspective, because they use segregated forms of education. Two of the four educators think that it is sometimes necessary to use segregating forms in education, the other two educators criticize this and therefor they have a critical perspective.