Strengths, Pitfalls, and Potential in Norway’s Approach to Special Education

Gøranson, Ingrid E.; Ochoa, Theresa A.; Zoeller, Katherine A.

doi:10.1177/1053451220963088

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…As such, youth in juvenile facilities keep their rights under the Education Act. The Education Act also establishes that special education services are reserved for students who need additional support to benefit from the adaptive measures implemented in general education (Gøranson et al, 2020). However, Gøranson et al further explained that to receive special education services, students must go through an extensive evaluation process, resulting in a potential delay of access to appropriate services.…”

Section: Education In Juvenile Facilitiesmentioning

confidence: 99%

Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico

Welch

Gøranson²,

Ramirez-Sanchez³

et al. 2022

Intervention in School and Clinic

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Juvenile incarceration in the United States is declining; however, the rate of female youth incarceration is on the rise. Incarcerated female youth are more likely to have educational disabilities compared with female youth in public schools, as well as higher rates of mental health disorders and less consistent relationships with caregivers compared with incarcerated male youth. This article compares the characteristics of incarcerated female youth and the services available for incarcerated youth in the United States, Norway, and Mexico. Like the United States, Mexico is known for high rates of incarceration, whereas Norway is known for low rates of incarceration. All three countries have laws protecting the right for incarcerated youth to access education and juvenile facilities provide educational services. While this type of program is important, female offenders report that programs focused on close personal relationships were integral. Norway alone puts an emphasis on building positive relationships with facility staff and on involving community members in the programs for incarcerated youth. This may be a factor in Norway’s low incarceration rates and may help address the needs of incarcerated female youth in the United States and Mexico.

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Section: Education In Juvenile Facilitiesmentioning

confidence: 99%

Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico

Welch

Gøranson²,

Ramirez-Sanchez³

et al. 2022

Intervention in School and Clinic

Self Cite

View full text Add to dashboard Cite

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“…For example, the percentage of disabled students 1 spending 80% or more of their school day in integrated settings 2 has more than doubled in the past 20 years in the US (US Department of Education, 2019). Similarly, in Norway, special education and, more notably, the segregation of students are perceived to be barriers to full educational participation (Gøranson et al, 2021), and preference is given to educating disabled students in general education classrooms (Halvorsrud, 2017) that ‘promote health, well-being and learning for all’ (Utdanningsdirektoratet, 2022: 6). While there has been a notable increase in the number of disabled children and young people educated in integrated settings in England since the 1970s, it is noteworthy that the number of pupils placed in segregated special schools increased between January 2021 and January 2022, a trend that is likely to continue (Department for Education, 2022).…”

Section: Introductionmentioning

confidence: 99%

Universal design for learning in physical education: Overview and critical reflection

Haegele,

Holland,

Wilson

et al. 2023

European Physical Education Review

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Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.

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Inclusive Education for Students With Special Education Needs in Norway

Næss,

Hokstad,

Furnes

et al. 2024

Remedial and Special Education

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This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.

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Strengths, Pitfalls, and Potential in Norway’s Approach to Special Education

Cited by 3 publications

References 5 publications

Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico

Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico

Universal design for learning in physical education: Overview and critical reflection

Inclusive Education for Students With Special Education Needs in Norway

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