This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement…

The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to…

While entitled to education, the curriculum for pupils with intellectual disabilities (ID) remains unresolved. In a time of curriculum renewal, this study inquires into Norwegian school policy in the period 2014-2018 to evaluate this learner group's course of study. Attentiveness to special education and curricular approach are discussed through…

The aim of this study was to critically examine how expert assessment documents describe and assess the early childhood education and care (ECEC) context in reports about a child's need for special educational support. Adhering to a shift towards inclusive education, the focus is on how educational-psychological services assess, or fail to assess…

The aim of this article is to study how mothers of children with special needs understand themselves in educational contexts. Using the analytical concepts of positional identities and figured worlds, we study the different positionings of mothers as their children transition between different school levels. Data were collected through recursive…

The present study examined inclusive practices in school by studying how teachers realise inclusion in a school for all. The study was based on ten qualitative focus group interviews with approximately 40 teachers from one selected primary school. A thematic, structural analysis was used to identify the themes. The analysis was conducted using a…

Despite not having specific special education laws, Norway's "Lov om grunnskolen og den vidaregåande opplaeringa" (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended…

Despite legislative regulations, many students with disabilities face barriers to their participation in higher education. In professional education, the requirements for placement practice add to the barriers for both students who need to disclose their impairments and request special arrangements, and staff who need to make the arrangements to…