Inclusive education is an ideological goal and governments all over the world areformulating policies to realize this goal. Inspired by a humanistic vision of educationand development based on human rights and dignity; social justice; inclusion;protection; cultural, linguistic and ethnic diversity; and shared responsibility andaccountability it reaffirms that education is a public good and a fundamental humanright (UNESCO, 2016). The question which arises is what do we mean with inclusionin Sweden?Sweden has a decentralized education system and all decisions concerning theimplementation of the Education Act and the curriculum are made within the local self-governing municipalities. There is therefore great variation among the municipalities.Even though the terminology inclusive education is missing in the Swedish legislationthe structural provisions are made so that no child is left behind. Despite the rights ofchildren and students with special educational needs are stated in the policydocuments it does not specify the measures taken to meet the needs of the child.The objective of this paper is to highlight some of the theoretical approaches on theconcept of inclusive education as comprehended in the Swedish context.We conducted a literature review to investigate how the concept is defined in Swedenand Nordic countries. To explore the theoretical approaches of the concept as well assimilarities and differences of inclusion which will deepen our knowledge about theboundaries that hinder the achievement of inclusive education. This is imperative topromote and realize inclusive education for all.