Language is of great importance for development and learning. It is important, therefore, that everyone gets a good start in their written language development. Students come to school with varying conditions and school has an assignment to meet all the students’ needs, so they develop as far as possible. The purpose of this study is to contribute with knowledge of some teachers´ views on their work in designing a reading and writing education for all students, in collaboration with the special education teacher with specialization in language, reading and writing development skills. A qualitative method, in the form of semi-structured interviews with eight teachers in grades 1-3, has been used. The empirical data has been analyzed using socio-cultural context, special educational references with focus on the relational perspective and SPSM's accessibility model. The result shows that teachers identify the students´ skills of their written language development to best design a learning environment that provides the best opportunities for development. The teachers describe the importance of the social, educational and physical learning environment interactions. A relational perspective can be seen. Reading and writing take place in a community where support for students is given in different ways. It can be in the form of support from teachers, special education teachers and classmates. The support can also consist of different strategies or learning tools. The special education teacher’s assignment can be explained as threefold; the one who maps and identifies, the one who teaches, and the one who supports and gives advice. Most activities happen in collaboration with the teachers. The special education teacher acts as a hub in the organizations, available and easy to get in contact with. The study’s results contribute to knowledge of how special education teachers, with specialization in language, reading and writing development skills, can contribute when designing a reading and writing education for all students.