A.) Introduction to Norwegian education which provides information about education in Norway.
B.) Inclusive education offering comparative understanding of the Norwegian approach
The introduction part provides foreign students some knowledge about the education system and experiences with the Norwegian approach to outdoor education. It creates a background for all the other modules and a possibility to enhance the student's reflexive competence.
The inclusive education part consists of lectures, group work, and 5 full days of school-based practice during which students conduct a small research assignment. The module is designed to provide comparative knowledge and understanding of inclusive education in Norway from an international perspective.
- Describe the educational system and approach in Norway
- Reflect on educational approaches in a comparative perspective
- Define inclusive education
- Describe and evaluate characteristics of inclusive education related to classroom practices in Norwegian schools
- Discuss adapted education and differentiation
- Describe official Norwegian policy on inclusive education, including anti-bullying initiatives
- Official Norwegian policy on inclusive education
- Educational system and -traditions in Norway
- Outdoor education: Learning outside the classroom, ideas and practice
- Inclusive education: Conceptual ambiguities and historical developments
- Inclusive education / special education
- Inclusive classrooms: Adapted education and differentiation
- Learning and participation in schools
- An organization-theory approach on inclusion - dilemmas and challenges
- National anti-bullying initiatives in Norway
Required prerequisite knowledge
|Written assignment||1/1||A - F|
Students are required to reflect upon including and excluding processes observed in the school/kindergarten where the students undergo fieldwork, as these processes are described in the literature. Students are also encouraged, where relevant, to compare their experiences concerning inclusive educational practices and policy in Norway, with educational practices in their home country.
The assignment on Inclusive Education can be conducted individually (2800 +- 10% words) or in pairs (4000 +- 10% words).
The assignment is assessed on a scale from A-F, where A-E denotes pass (A is the highest achievement) and F denotes fail. If students do the assignment in pairs, the awarded mark will apply to both students.
Attendance of 80 % in lectures, seminars and school placement is compulsory for this unit.
All students have to submit an assignment (1000 -1200 words), in which they summarize and reflect on their experiences and professional development as student teachers in Norway.
- Course teacher
- Tarja Irene Tikkanen
- Course coordinator
- Zahra Esmaeeli
- Programme coordinator
- Inger Marie Øglænd , Olav Kylland
Method of work
Education system in Norway https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Norway:Overview
Hansen, A. (2008). Education in Norway – Equality, Nature and Knowledge. In E. Magerø & B. Simonsen (eds.) Norway: Society and Culture. Kristianand: Portal forlag.
Little, H. & Eager, D. (2010). Risk, challenge and safety: implications for play quality and playground design. European Early Childhood Education Research Journal Vol. 18, No 4. pp 497-513.
Lysklett, O. et al (2007). Temahefte om natur og miljø. Oslo: Kunnskapsdepartementet. (48 pages). This Compendium on Nature and Environment is translated to English and will be provided in the digital compendium.
Nilsen, A.C. (2008) Trends in the Development of Norwegian Childhood. In E. Magerø & B. Simonsen (eds.) Norway: Society and Culture. Kristianand: Portal forlag.
Norwegian Directorate of Education and Training: The Education Mirror Facts and analysis of kindergarten, primary and secondary education in Norway. http://utdanningsspeilet.udir.no/2016/en/
Repstad. P. (2008) Norway – An Egaliterian Society? In E. Magerø & B. Simonsen (eds.) Norway: Society and Culture. Kristianand: Portal forlag.
For students of preschool teacher education:
Framework Plan for the Content and Tasks of Kindergarten. http://www.udir.no/Upload/barnehage/Rammeplan/Framework_Plan_for_the_Content_and_Tasks_of_Kindergartens_2011_rammeplan_engelsk.pdf?epslanguage=no
For students teachers of primary and lower secondary education:
Core Curricula and Quality Framework: https://www.udir.no/in-english/Core-Curriculum-in-five-languages/
The Curriculum for Primary and Lower Secondary School: https://www.udir.no/laring-og-trivsel/lareplanverket/finn-lareplan/#&english
B.) Inclusive education
Ainscow, M. & Miles, S. (2008). Making Education for All inclusive: where next? Prospects 28, 15-34.
Bruin, M. & Ohna, S. E. (2012). Alternative courses in upper secondary vocational education and training: Students’ narratives on hopes and failures. International Journal of Inclusive Education, 17 (10), 1089-1105.
Flem, A., Moen, T., Gudmunnsdottir, S. (2004). Towards inclusive schools: a study of inclusive education in practice. European Journal of Special Needs Education, 19:1, pp. 85-98.
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294.
Florian, L., & Black-Hawkins, K. (2011). Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813–828.
Florian, L., & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.
Hart, S., Dixon, A., Drummond, M. J. & McIntyre, D. (2004). Learning without limits. New York: Open University Press. Chapter 1 + 17
Haug, P. (2008). Understanding Inclusion in Education. The example of Norway. Unpublished text, Volda University College, Faculty of Education.
Purdue, K. (2006). Children and disability in early childhood education: “special” or inclusive education? Early Childhood Folio, 10: 2006, pp. 12-15.
Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’. Teaching and Teacher Education, 49, 89-96.
Stevens, V., De Bourdeaudhuij, I., Van Oost, P. (2001). Anti-bullying interventions at school: aspects of programme adaptation and critical issues for further programme development. Health Promotion International, 16:2, pp. 155-167
All the articles and chapters will be available in a digital compendium.
Sist oppdatert: 17.06.2019