Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in…

Teachers and the school psychological services were asked to assess the quality of educational programmes offered to students who were found eligible for special education in Norway and who attended ordinary classes. Adequacy and equity of the programmes and an assessment of social inclusion were used as indicators of quality and as dependent…