2. http://arbere.eu/integration
Main differences
No special schools but special education in
customised training schools. Transport
covered by the public. It is not the parents
who have to run and pick up their children.
All students will go together in the same
group based on the year they were born.
Mentally and physically handicapped students
in a class with non-disabled students.
The same total number of teaching hours as
other pupils
3. Physically handicapped students. The school
can not say that they can not accept students
in wheelchairs. Physical and psychological
environment in the school edified for all
students
Pupils with a mother tongue other than
Norwegian have a lawful right to be educated
in what is native. Special language tuition to
improve in Norwegian.
4. When was it first applied?
30 years ago
Is it applied at all schools in the region or was it a
school initiative?
All schools
Do students seem to like this practice?
Both disabled and non-disabled students seem to like
it equally
Do teachers think that it is a good practice?
Yes, it helps all of us combat discrimination
What are the benefits?
Integration, awareness, socialisation. Respect by non-
disabled students, being together.
5. Easily, by using Parallel Support as Special
education in general schools.
Teachers show special support and adjust
curriculum for students with special needs
Deteriorate cognitive outcomes for students
with special needs (provision by state for
university entrance, other forms of
evaluation)
6. When was it first applied?
30 years ago
Is it applied at all schools in the region or was it a
school initiative?
All schools
Do students seem to like this practice?
Yes, but especially parents because they are not
obliged to change their daily programme
Do teachers think that it is a good practice?
Yes, because students get special attention by public
What are the benefits?
Independence to the whole family, students feel there
is special provision for their problems, parents can
choose school irrespectively of distance
7. High cost but shows social provision. Support
to family
Help for parents who have to transfer their
child
8. Whether students with physical disabilities or not
When was it first applied?
10 years ago
Is it applied at all schools in the region or was it a
school initiative?
All schools
Do students seem to like this practice?
Yes, they use them a lot
Do teachers think that it is a good practice?
Yes, you are “in their shoes”. While simply changing
seat, it means much more
What are the benefits?
Feeling how it is, understanding, sympathy, getting
used to diversity
9. Low cost, used wheelchairs from hospitals
Great innovation for typical Greek classrooms
Indirect way to train students
10. When was it first applied?
By education law, 20 years ago
Is it applied at all schools in the region or was it a school
initiative?
All schools, by education law
Do students seem to like this practice?
Yes, because school is adjusted to greater physical
environment
Do teachers think that it is a good practice?
Yes, we have to take care for students with disabilities and
provide them with freedom in mobility while at school
What are the benefits?
Social provision, show in practice respect for disabled,
adjusted to regulations
11. Potential transfer in Greek schools
High cost, but only once
Example since no facilities in greater physical
environment
Indirect way to train students
12. Some history of special education in Norway :
In 1881 Norway got its first law governing special education . It
should by law be organized schools for the deaf, blind and
mentally retarded children.
In 1951 Norway got a special school law which required the state
to provide education for special needs groups in their own schools
. The weakest were considered not proficient training and was
therefore not covered by the law.
• In 1975 a special school law repealed. Also children under
school age were given the right to special assistance.
In 1987, it was emphasized that all children as far as possible
should be able to go to the school they geographically belongs.
13. Young people with special needs got in 1982 first right to admission to
secondary education. The same student group received in 1991 the
right to upper secondary education for more than three years , when
the expert assessment is made decisions about it. From 1994, when all
young people in Norway had a right to three years of secondary
education , got pupils with special education right to primarily chosen
course and the opportunity to receive up to five years of secondary
education.
"One can say that inclusion is achieved when the term has lost its
value - when all students receive instruction and training tailored
to their requirements along with all the other children . "
