Inkluderende praksis i barnehage og skole – erfaringer fra SUKIP-prosjektet

Abstract

This chapter presents how inclusive practice appears in the SUKIP project. A widely used definition of inclusion within the field of education emphasises that inclusion is about increasing children and young people’s participation in kindergarten and school and reducing exclusion from the kindergarten’s and school’s culture, curricula and community. Today, more than 25 years after the Salamanca Statement, inclusive education is established as a central concept within the field of education in Norway as well as the rest of the world. At the same time, inclusion is a multi-faceted concept that must be understood in its socio-cultural context. The chapter presents the concept of participation and why the SUKIP project has chosen to use inclusive practice as a general term. It then analyses how inclusive practices are understood and used in a kindergarten and a school. The discussion focuses on the dimensions individual and community: the particular and the general; participation in play and learning; and that work on inclusion must involve all staff. The chapter ends with some reflections based on the findings.