This paper aims at identifying how principle 1 (integration) is implemented in Sweden for teacher education. Most teacher education programs in Sweden incorporate a short module (ca 7.5 ECTS) that incorporate aspects of special education, conflict management and social relations. However, we know little about if and how inclusive education content permeates the core curriculum (Miškolci, et al. 2021).  The Swedish context is characterized by collective action spearheaded by a social democratic welfare state. This political and cultural background has been instrumental in creating an early and fertile base from which to criticize the traditional special educational and exclusionary approach and to formulate concepts such as normalization, integration and inclusion (Beach & Dyson, 2016).   However, a number of findings reveal a large gap between policy intentions and practice with regards to inclusion. There are general agreement both among researchers and practitioners that an indispensable element of inclusive education involves ensuring that all teachers are prepared to teach all students (Paulsrud & Nilholm, 2020). This study explores how integration of inclusion towards teacher education is implemented in Sweden. We are exploring the degree to which the ten principles of effective teacher education for inclusion (Van Peteghem & Consuegra, 2021) are present in the curriculum of general teacher education program for primary and secondary schools at a Swedish university and how it is perceived to be present. The analytical framework for data-analysis is guided by the ten principles for effective teacher education for inclusion To analyze prescription and reality, a mixed method design is adopted combining document analysis (reviewing program goals, curriculum, syllabus etc.) and semi-structured interviews with five program leaders in our faculty and ten teachers educators. We are studying how integration is done considering the text and how it is put into practice for teacher educators.   Analyses are still being finalized at the moment of submitting this symposium. Preliminary results shows how the concept of inclusive education is very little infused in different subjects and content matters and in which cases inclusive education is translated (or not)  into learning and teaching practices.  The presentation will conclude by highlighting challenges, opportunities and dilemmas to competently prepare teachers to be able to create an inclusive learning environment in their teaching practices. 

Beach, D., & Dyson, A. (Eds.). (2016). Equity and Education in cold climates, in Sweden and England. London: Tufnell Press.  Miškolci, J., Magnússon, G., & Nilholm, C. (2021). Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education, 36(4), 562-576.  Paulsrud, D., & Nilholm, C. (2020). Teaching for inclusion–a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 1-15.