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Direct linkKari-Anne B. Naess; Silje Hokstad; Bjarte Furnes; Elisabeth Hesjedal; Jørn Østvik – Remedial and Special Education, 2024
This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and…
Descriptors: Foreign Countries, Special Education, Inclusion, Students with Disabilities
