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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273


License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal


What is Really Meant by Unclusion: a Teacher's Point of View 1332


Ytterstad G.
Master, Deputy Administrator of Association of the Blind, District of Tromso, Norway

In Norwegian school inclusion of all students regardless of their functional features is a general principle of education. There is a general agreement on this principle, and we have largely managed to include students with special needs in regular classes. Most of special schools are closed. But the studies show that we still face a great deal of problems when it comes to the implementation of inclusion principle (NOU 2009/18). Inclusion implies that there should be a bridge between regular and special pedagogy in the form of adapted training. Therefore school practice should be seriously changed, so that the school is focused on the diversity of students and the uniqueness of each of them, and not only on the average student. At the same time, it is necessary to have a serious attitude to the fact that some students have severe and fatal health problems, and measures for their special needs implementation require special efforts. However, schools and teachers face a number of ethical, professional and organizational dilemmas related with inclusion and special needs that they often simply do not know what to do with. Another important problem is the fact that municipalities and counties which are responsible for schools do not follow the state legislation.

Keywords: inclusive school; inclusion; integration; segregation; adapted training; equal quality education; special education; special pedagogy; students with special educational needs, students’ diversity; effectiveness of learning; learning environment.

Column: Perspectives of inclusive education

For Reference

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