Focus lies on the transition from preschool to special schools for children with learning disabilities and the collaboration between special schools, preschools and parents. Scarce research exists internationally about the transition into special school for young children with learning disabilities, independent of the age and time of transition. The concept of transitions rests upon Peters (2010) theoretical concepts of borderland and learning journeys. Collaboration will be analysed and discussed by the frame regulation, organisation and different viewpoints or approaches developed by Danermark (Danermark & Germundsson, 2011), and the ecological framework of development as theorized by Bronfenbrenner (1999). Questionnaire data from approximately 200 teachers in special schools focusing on the pre- and post-transition of children with disabilities aged 6-7 years beginning special schools. Questions concerned collaboration between micro environments, exchange of knowledge and experiences of policies and practices in transitions. Ethical approval from Swedish Ethical Review Board has been given Nr 2013:512. No information about individual children, names of schools or teachers has been collected. Group-level data will be presented. Preliminary results will be presented at the conference. The result will focus on regulation, organisation and viewpoints of special school teachers and collaboration and work in transitions across micro environments. The study will give knowledge about the collaborative process during transitions of young children with learning disabilities transitioning from preschool to special school, from the perspectives of teachers. This study is part of a research project focusing on diversity and inclusion in the learning journeys of children with learning disabilities in Sweden.