1. Inclusive education in Norway,  how to create a good, inclusive learning environment
Nina Grini and Janne Støen
Lillegården Resource Center

2. Inclusive education
Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual.
The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion.  
UNESCO
JAS © 2010

3. The Salamanca statement (UNESCO 1994)
"...schools for all - institutions which include everybody, celebrate differences, support learning, and respond to individual needs... “
"This should include educational disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized groups"
JAS © 2010

4. Important factors Whole school approach The work focuses on:
Class management
Relations
Adapted education/teaching strategies
(Dansk Clearinghouse 2008, John Hattie 2009)
JAS © 2010

5. Approach all teachers
Develop teacher’s knowledge on inclusive education strategies for all pupils in ordinary schools.
Training the entire school staff in using an analytic approach for understanding and managing learning and behavioral problems.
The school culture.
JAS © 2010

6. Class management Structure Planning Awareness of differences
Positive feedback to all children, also those who challenge you
JAS © 2010

7. Education for all recognizing the necessity and urgency of
providing education for children, youth and adults with special educational needs within the regular education system
JAS © 2010

8. Two perspectives in special education
Focus on the individual and explain learning or behaviour problems with disabilities or difficulties the child has
Individual problems is strongly connected to factors in the surroundings, such as relations or structure in the classroom
JAS © 2010

9. Adapted curriculum Must take each pupils abilities into account
Shall not be dependent on sex, social and cultural background, home environment etc
It involves both school subjects and social learning
Focus on adaptation within the group
The practice of ‘mainstreaming’ children with disabilities should be an integral part of national plans for achieving education for all.
JAS © 2010

10. Adapted curriculum or special education. What’s the difference?
Adapted curriculum is a way of meeting all pupil’s needs , by the use of varied strategies and activities within the group
Special education is related to a pupils special needs e.g. a child with some kind of handicap or learing difficulty. The focus is on the individual, rather than the system
JAS © 2010

11. Journey towards ‘Inclusion’
Draw on all existing
resources
Welcome
all learners
Enable schools to
include diverse learners
Celebrate
Differences!

12. ADAPTED EDUCATION Square child Square pegs for square holes
Special teachers
Special Schools
SPECIAL EDUCATION
Normal child
Round pegs for round holes
Normal teachers
Normal Schools
‘NORMAL’
EDUCATION

13. Integrated Education System stays the same Child must adapt or fail
Therapy
Rehabilitation
Change the child to fit the system
Make the square peg round
System stays the same
Child must adapt or fail

14. Inclusive Education Children are Different All children can learn
Different abilities, ethnic groups, size, age, background, gender
Change the system to fit the child
FLEXIBLE SYSTEM