Abstract
Despite not having specific special education laws, Norway’s Lov om grunnskolen og den vidaregåande opplæringa (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended in special education competency among general education teachers to improve the educational outcomes of students with behavioral challenges and also to help educators meet Norway’s preference to keep students with disabilities in general education classrooms.
Highlights
Norway has a positive reputation around the world for its quality of living
A significant difference between Norway and the country that ranked at the top of the Program for International Students Assessment (PISA) report was the approach to special education (Hausstätter & Takala, 2011; Partouche, 2018)
It is clear that the Norwegian educational system stresses equality and inclusion, and favors keeping students with special needs in general education classrooms as long as the student is benefiting adequately from the instruction (Partouche, 2018)
Summary
Norway has a positive reputation around the world for its quality of living. It is a country with a high index of economic, political, and social stability. At about the age of 13 years, students enter what is referred to as the lower secondary school (i.e., Grades 8–10), which students typically complete around the age of 16 years (Anderson & Terras, 2015; Partouche, 2018). Primary education and lower secondary education (i.e., Grades 1–10) are compulsory and free of charge to students in Norway (Anderson & Terras, 2015; Partouche, 2018). It typically lasts a minimum of 3 years (Halvorsrud, 2017)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
