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ERIC Number: EJ892182
Record Type: Journal
Publication Date: 2010-Aug
Pages: 19
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1360-3116
Moving towards an Educational Policy for Inclusion? Main Reform Stages in the Development of the Norwegian Unitary School System
Nilsen, Sven
International Journal of Inclusive Education, v14 n5 p479-497 Aug 2010
The purpose of the article is to study the development of educational policy in Norway in the field of the unitary school system and to analyse whether the development can be seen as a move towards increasing inclusion. The educational policy, when seen over a long time span, has progressively aimed towards the development of a common compulsory school that has embraced increasingly more groups, across social and geographical divides. At the same time, the development has been characterised by discord and tensions, e.g. between standardisation and differentiation, coordination and special arrangements and organisational and pedagogical differentiation. Gradually, it was stressed that as many pupils as possible should be allowed to live and grow up at home and that special education was to be coordinated with the ordinary school as much as possible. Later on, inclusive education has been clearly formulated as a principle of education. It did assume a broadening of responsibility for the ordinary schools in order to develop an educational programme that can accommodate the diverse learning needs of all pupils. It is pointed out that the policy of the unitary school has to deal with a lot of critical dilemmas for moving further towards inclusion.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway