All children have the right to a preschool and school where they feel safe, where they receive the support they need and are given good conditions for acquiring the knowledge and the skills they need to live good lives. However, multiple studies and reports indicate that many children and pupils with disabilities are not given the sense of security, the support or the good conditions to which they are entitled. Our knowledge is fragmented and has significant gaps, which makes it difficult to monitor how the conditions for children and pupils with disabilities develop over time. It also makes it difficult to assess how well interventions targeting this group are working. This means that education and disability policies, public authorities, school authorities and other actors do not have an adequate knowledge base to implement the right of all children and pupils to a good education and to counter the consequences of having a disability. This article summarises and discusses the results of a national enquiry in Sweden, which sought to create a national system for sustainable knowledge collection about the learning outcomes, support for and social situation of pupils with disabilities. This system would allow these conditions to be described, analysed and monitored over time. The enquiry focused in particular on the ethical aspects of increased knowledge collection based on disability.More and better knowledge is crucial if we are to realise the ambitions of a well-functioning inclusive school and a fully inclusive future life for people with disabilities.
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