General information
This information will give you a general overview of the Special Needs Education in Sweden. For more detailed information, please go to the Swedish National Overview.
Important Swedish distributors of information in Special Needs Education are linked at http://www.skolverket.se/sarskiltstod .
Also available at the website of the Swedish National Agency of Education is:
-general information: http://www.skolverket.se/english,
-the National Curriculum: http://www.skolverket.se/pdf/lpoe.pdf
-a report on the situation of the students in need of special support in Sweden: http://www.skolverket.se/publicerat/publikationer/support.shtml
-a thematic presentation of Basic Values - "Democracy in Swedish Education": http://www.skolverket.se/pdf/00-579.pdf
The Swedish Education Act is found at http://www.sweden.gov.se/sb/d/574/a/21538

A school for all
The basic principle guiding Swedish education is "a school for all" - access to equivalent education regardless of background, prerequisites or needs.
(Education Act, §2: http://www.sweden.gov.se/sb/d/574/a/21538)
According to the National Curriculum compulsory schools shall be organised in a way that individual solutions are possible for all learners. This is also one of the leading values of developments that are now taking place in Swedish schools. This is a way of strengthening the learners' influence and responsibility, but also taking into account all learners' needs and individuality. http://www.skolverket.se/pdf/lpoe.pdf
Good educational environments are important to meet all learners individual needs. In official documents the rights of the learners in need of special support are not stated separately. This means that in this respect there is no difference between the learners in need of special support and other learners, all have the same right to an education that meets their needs. The concept of mainstream education is not used and where nothing else is specified, compulsory school is the concept for the schools where compulsory school age learners are educated.

Responsibility and local solutions
The local authorities are, under the supervision and evaluation of the state, responsible for schools and educational provision in Sweden. Goals and leading values of the operation are set by the government. Because of this, it follows that practical organisation and solutions can differ between communities as long as the goals and values can be justified.
http://www.skolverket.se/english/system/index.shtmlhttp://www.sweden.gov.se/sb/d/574/a/21538 (§4)

Special support solutions
A learner who encounters difficulties of any kind, in his or her development or educational environment, can receive various forms of support in compulsory schools. Each municipality has its own organisation, but a basic value is that needs shall be met with individual solutions as far as possible. All new teachers have some training in Special Needs Education and the intention is that special teachers, or rather "specialists of Special Needs Education", shall have a consulting function in relation to teachers who need support to teach learners requiring special support in their classes.
Within the compulsory school system, there are special programmes for learners with severe learning difficulties, "särskola". Those programmes are now to different degrees integrated into the general compulsory school-activities. They are used far less now with individual solutions being more favoured.
http://www.skolverket.se/english/system/index.shtml 
Specialist provision for learners with physical disabilities, hearing and visual impairments exists mostly in general classes, but in some cases within separate settings. All education corresponds as far as possible to the learner's non-handicapped peers and the National Curriculum, with the emphasis upon the meeting of individual needs.
In 2001, approximately 800 learners in total attend state run special schools for learners with particular disabilities. From 2001, only the learners who are deaf and in need of instruction in Sign language will attend special schools. Approximately 600 learners attend the special schools for the deaf with Sign language communicative environments.
The other state run special schools will not remain, but develop as learning resource centres. These centres provide support for pre-school children as well as general support and advice for learners in need of special support, their families and teachers.
http://www.sit.se/net/Startsida+SIT/In+English

State support
In order that learners in need of special support are given an equal quality of educational experience as their peers, the State through the Swedish Institute for Special Needs Education, offers a special pedagogical support service to authorities, services and schools. The work of the agency aims at supporting the development of local resource centres and strengthening the local capability to provide the special support needed in each community. The agency also provides and adapts teaching materials for learners in need of special support.

Educational options
Parents of learners of compulsory school age have the right to choose, within reasonable economic and organisational restrictions, which school their child will attend. The school must demonstrate that it meets the learner's educational needs and works in accordance with the National Curriculum. This choice can include considering options from the independent sector as well as schools in other municipalities.
http://www.skolverket.se/english (educational choice and independent schools)

Views of inclusion
Since the late 1950s, an increasing number of learners have been integrated into the so-called mainstream (or general) education system. Today, most learners in need of special support are taught in the same kind of basic compulsory schools as their peers and the concept of mainstreaming has lost its relevance. The current curriculum for compulsory schools does not use the word or concept of mainstreaming, but promotes the given that all learners will be educated in the same kind of educational environments. If this is not possible, the school must indicate very clearly why other educational options for learners should be considered. This is an important philosophical standpoint for school organisation and operation. Earlier debates focused upon pre-requisites for mainstreaming. Now the focus has shifted towards the need for justification for a segregated option.