BEST PRACTICES Integration
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Norway integrates students with disabilities into mainstream classrooms through a practice called "parallel support." This involves: 1) Providing special education supports within general schools rather than separate schools, with transportation for all students covered by the public. 2) Grouping students of the same age together regardless of mental or physical disabilities. 3) Ensuring schools are physically accessible to students with disabilities and providing equal teaching hours. This practice has been applied in all Norwegian schools for 30 years. Both students and teachers view it positively as it promotes inclusion, awareness, and socialization.
BEST PRACTICES Integration
- 1. Best practices from Norway Integration
- 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 . "
- 14. Thank you for your attention !