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This thesis investigates how eight Swedish special educators view film as a didactic tool in religious education, focusing on challenges, benefits, and potential issues in compulsory school level. The study is grounded in a qualitative method, including semi-structured interviews anda phenomenographic analysis approach to identify variations in perception. The study was grounded in theories of categorical and relational perspectives, narrative identity theory and universal design for learning. The findings indicate that religious education has become more complex, posing difficulties for students with special needs. Films were seen as helpful, particularly for students with autism, ADHD, and speech impairments, but they require careful planning and follow-up to be effective. The study emphasizes the importance of special educators´ experience in making teaching more inclusive and meaningful. The study highlights the unique role of special educators in promoting inclusive education, not only through individual adaptations but also by contributing to strategic planning and didactic development. It also points to the need for more research on film as a pedagogical medium in special needs context, particularly within the field of religious education. By illuminating the perspective of special educators, this thesis adds to the growing discourse on multimodal and inclusive teaching strategies in contemporary schools.