Country Briefing Special Education in Norway

Publisher Website
Google Scholar
Abstract
The principles of normalization are central to educational provision for all groups of students in Norway. For the last 17 years there has been no specific legislation governing special education. Ordinary schools organize the education of students with special needs as full integration in the classroom; as small groups of one to eight pupils outside the ordinary classroom; or as a flexible combination of participation in the classroom and withdrawal arrangements. The special schools of the state are now to be reorganized into centres of special competence. The local support teams are to be strengthened. Besides the developing work with special education, an extensive reform programme has been worked out for the mentally retarded since 1988. In addition, national programmes for strengthening the child welfare system and the psychiatric system for children and youngsters are being implemented. There is, however, a local political move against the traditional way of splitting up systems. Many municipalities and counties are working out alternative models of organizing social, health and school authorities into one system.

This publication has 0 references indexed in Scilit: