Inclusive Education (EIS110)

• Inclusive education
• Inclusive education / special education
• Adapted learning and differentiation
• Official Norwegian policy on Inclusive education
• Implementing Inclusive education - dilemmas and challenges
• National anti-bullying initiatives in Norway

After finishing this module the student should be able to

• Define inclusive education
• Describe and evaluate characteristics of inclusive education related to classroom practices in Norwegian schools
• Discuss adapted education and differentiation
• Describe official Norwegian policy on inclusive education, including anti-bullying initiatives

Students must take part in school placement.

Students must write an assignment linked to theoretical perspectives and experiences from school-based practice

Emanuelssons, Ingemar (2001). Reactive versus proactive support coordinator roles: an international comparison European Journal of Special Needs Education, 16 (2), 133-142. 9 p.

Flem, A. & Clayton, K. (2000) Inclusion in Norway: A study of ideology in practice, European Journal of Special Needs Education, 15 (2), 188-205. 17 p.

Flem, A. Torill Moen & Sigrun Gudmundsdottir (2004). Towards inclusive schools: a study of inclusive education in practice. European Journal of Special Needs Education, 19 (1), 188-205. 12 p

Haug, P. (2008) Understanding Inclusion in Education. The example of Norway.

Ohna, Stein Erik (2005). Researching classroom processes of inclusion and exclusion. European Journal of Special Needs Education, 20 (2), 167-178. 11 p.

Purdue, Kerry (2006). Children and disability in early childhood education: "special" or inclusive education? Early childhood folio 10:2006, 3p.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. 50 p. http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf

These articles are collected in a compendium, which you can buy at INVIVO in the Hagbard Line´s-House.