The inclusion of young children with special needs with their typically developing peers has been the subject of discussion for more than three decades. There are several compelling reasons to create high-quality inclusive programs for young children with special needs in schools. Most countries supports inclusion and research has shown teachers' ability and success in modifying activities and contexts in such a way that they facilitate the development of young children with special needs. The purpose of this paper is to discuss findings of a small scale study looking at the links between inclusion and classroom practices vis-a-vis the elementary school system in Sweden. The study indicates that local administrators and the school play a pivotal role in making inclusion work. In addition to complying with government requirements, schools and administrators and teachers in early childhood environments set the tone and philosophy of a program. The paper has attempted to look at some questions about effective inclusive education, it is important to gain insight into how inclusive education works.