The Norwegian inclusive learning environment: an analysis.

Abstract

After the Salamanca Declaration, integration was replaced with inclusion as an aim in Norwegian education policy. Since then, Norwegian education has sought to achieve the goal that every child and every student is included in the ordinary education and receives a satisfying learning environment. This study presents and analyses some of the fundamental attitudes and thoughts about inclusion in the Norwegian education system, where inclusion is considered an enrichment both for the student and for the environment (kindergarten, school, society). Through both the official document on education and relevant literature, the article presents examples that show that the Norwegian approach could be considered as an interesting model for realizing an effective inclusive learning environment. The article presents in the same time reflections about the fact that, however, there is still a gap between the ideal and the practice. The literature highlights the main reason for this as related to teachers’ competence. Suggestions about how to reduce this gap are presented.