This paper analyses the discourse underpinning special education and inclusion in a Swedish context. Access to public education with equal opportunities for all is a democratic right for everyone in Sweden. An official story that is taken for granted in Sweden is that only an extremely low proportion of children are being in need of special support, since there is no categorization system in the official statistics. However, the results from the interviews with a number of key informants in the Swedish school system and several research studies show the opposite; the proportion of children categorized as being in need of special support has increased dramatically, especially the group of children assigned with neuropsychiatric diagnoses such as ADHD or ASD (about 10%). Furthermore, excluding children from regular school and placing them in special teaching groups has become a common solution when offering remedial support to these groups. The paper concludes by pointing to the risks identified by the key informants that striving towards the goals in the new Education Act, for example the goal of raising standard by making every child reaching the same goals of knowledge, will result in an extended special needs education with exclusion as a response.