The core of special teacher education: a comparison of Finland and Norway

Abstract

In this paper, the situation of special teacher education in Finland and Norway has been analysed from three perspectives: how the curricula of special teacher education differ between and within the countries; whether inclusion is included in special teacher education; and how the special teacher education curricula reflect the national requirements. The result of this analysis shows a high degree of variation in Norwegian special teacher education, in contrast to a quite homogenous situation in Finland. Inclusion is shown to be a central part of the fundamental discourse of special needs education in Norway whereas this feature is not so central in Finnish special teacher education. The plurality seen in the Norwegian situation reflects the national discussion on the role of special needs education in relation to individualised education solutions. This discussion is partly critical of the marginalisation tendencies of special needs education. The official solution is to work towards an inclusive school using child‐centred strategies – one of which is special needs education. In Finland, special needs education forms a part of the national goal of high‐quality education, and inclusion is not mentioned. The Norwegian situation can be problematic for schools, pupils and parents because it is not possible to anticipate the kind of knowledge and help a special teacher can give. This situation can also diminish the professional identity of the special needs teacher. In Finland, the core of special needs education and the common knowledge shared by special needs teachers are very clear. However, in that country the role of inclusion is weak.