| Summary: | The purpose of this study is to investigate some teachers in special school´s perceptions of the meeting of compulsory school and special school. In this study, ethnocentrism is used as a theoretical framework, the theory which is built on the meeting between groups and how they interact. The study has a phenomenographic onset, which is a qualitative method. The gathering of data was made through interviews, one to one. Five interviews were made and analyzed by the use of phenomenographic analysis. Five categories were identified: Inclusion, commitment and interest, knowledge about special school, to be forgotten, and differences in cognitive approach. In the sample space the underlying structures was discussed by ethnocentrism, as well as previous literature and research. Some common points of contact between ethnocentrism and previous research on the meeting could be found. What the study also found was that four out of five respondents felt a sense of belonging in school, while one felt that the Special school was excluded from the regular school. The respondents could all agree on the fact that several factors affected the meeting. These five categories could be seen as areas of improvement in schools that want to work in an inclusive manner. These factors were also lifted in previous research on special school and inclusion.
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