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School district administrators' perspectives on special education policy and practice in Norway and Sweden
Department of Education, University of Agder, Kristiansand, Norway.
Jönköping University, School of Education and Communication, HLK, CHILD.
Department of Education and Behavioural Sciences, University of Borås, Borås, Sweden.
2012 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 14, no 3, 212-231 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to examine special education policy and practice from the perspective of school district administrators in Norway and Sweden. Administrators from 266 Norwegian and 262 Swedish municipalities completed a survey concerning: (a) reasons children need special education, (b) common and desired organizational solutions, and (c) the influence of policy on practice. Despite a number of clear differences, findings suggest that Swedish and Norwegian administrators share similar attitudes regarding the provision of special education support. It appears that in both countries inclusive practices are seen as the ideal, yet, Norwegian administrators appear to have a stronger preference for categorical or segregated solutions. However, this finding must be viewed in light of current practices in each country. In particular, we take into consideration data indicating that 17% of Swedish students receive special educational support, as compared to approximately 6% in Norway.

Place, publisher, year, edition, pages
2012. Vol. 14, no 3, 212-231 p.
Keyword [en]
special education, inclusion, Norway, Sweden
National Category
Humanities
Identifiers
URN: urn:nbn:se:hj:diva-20201DOI: 10.1080/15017419.2011.558241Local ID: HLKCHILDISOAI: oai:DiVA.org:hj-20201DiVA: diva2:583850
Available from: 2013-01-08 Created: 2013-01-08 Last updated: 2013-08-27Bibliographically approved

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CiteExportLink to record
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