A practical-theoretical perspective on the inclusive school in Norway

Abstract

The purpose of this chapter has been to examine how the intention to include is revealed in the field of practice in Norway. Norway has high ambitions when it comes to offering an inclusive school, ambitions that are clarified both ideologically and formally. Nevertheless, there appears to be a gap between ideology and how the pupils experience inclusion. The chapter is based on a qualitative interview survey in which the phenomenon studied is the inclusive school. The focus group interview is used to give an example of how the field of practice may understand the concept of inclusion. An analysis of the results related to the teachers’ narratives on inclusion indicated three main areas: understanding of inclusion, attitudes and the importance of alternative teaching facilities. In an attempt to explain the gap between ideology and experience, this chapter discuss two questions in particular: the question of competence and the question of learning outcomes.