School district administrators' perspectives on special education policy and practice in Norway and Sweden

David Lansing Cameron; Claes Nilholm; Bengt Persson

doi:10.1080/15017419.2011.558241

School district administrators' perspectives on special education policy and practice in Norway and Sweden

Scandinavian Journal of Disability Research

Volume 14 (2012): Issue 3

By: David Lansing Cameron, Claes Nilholm and Bengt Persson

Open Access

|May 2012

Abstract

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.

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Articles in this issue

DOI: https://doi.org/10.1080/15017419.2011.558241 | Journal eISSN: 1745-3011

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Language: English

Page range: 212 - 231

Submitted on: Apr 6, 2010

Accepted on: Jan 24, 2011

Published on: May 3, 2012

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

special education,

inclusion,

Norway,

Sweden

© 2012 David Lansing Cameron, Claes Nilholm, Bengt Persson, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 14 (2012): Issue 3