Inclusion is the official policy stated in laws and regulations governing Icelandic compulsory schools. However, guidelines for implementation of inclusive practices in schools are not available in official policies and that can give all kinds of challenges for the schools. The research introduced here is grounded in the ideology of social justice and inclusion. The purpose of the research project is to identify and describe practices that have contributed to the inclusive process and to draw lessons from schools that have been effective in implementing inclusion. Special emphasis is placed on looking at how roles and responsibilities towards diverse students are defined, and on collaboration between teachers, other professionals and support services in these schools. Support services are the persons in a school that work with special needs education, such as special teachers, teacher assistants and social pedagogues. The main goal is to learn about and introduce how schools have created inclusive practice were all students belong. Thus, the key research question is: How do participating schools implement inclusive practices for diverse students?

By focusing on schools that have been successful in implementing inclusive practice we aim to highlight practices that have been effective for others.

The main theoretical focus is critical pragmatism (Cherryholmes, 1988). Critical pragmatism can be used to study complex phenomena as it emphasises the emancipatory and transformative potential of research.

The key concepts underpinning the research project are inclusion, collaboration and social justice. A broad definition of inclusion focuses on diversity and how schools respond to and value a diverse group of students as well as other members of the school community. Thereby diverting attention towards the exclusion and discrimination against social and racial circumstances, religion, gender and ability of students and their families. Inclusion is seen as an on going process focusing on increased participation in education for everyone involved (Booth, 2010). Inclusion is about removing barriers to participation in learning and social situations; to enable all students and their families to belong in the school community without prejudice (UNESCO, 2001).

Inclusive schools are intended to find ways to educate all their students successfully, by working against discrimination and leading to an inclusive just society where everyone is a valid participant (Slee, 2011; UNESCO, 1994). In an inclusive school diversity is a natural characteristic of the school community and it is fundamentally grounded in the ideology of democracy, human rights and full participation of all (Ainscow, 2005; Florian, 2008; Guðjónsdóttir & Karlsdóttir, 2009; Jónsson, 2011). Armstrong’s (2005) argument about inclusion, what he refers to as “special education representation” of the philosophy (p. 136), is that inclusion involves providing all students with quality education according to their needs and ability, and that the responsibility for students with special needs is shared between those who teach and support them.

Collaboration between classroom teachers and support services is considered to be a crucial foundation for enhancing inclusive practices where professionals learn from each other (Ainscow & Miles, 2008; Meijer, 2003; O'Gorman & Drudy, 2010; Skrtic, 2005). The challenge here is for teachers with different skills and expertise to work together and problem solve in order to respond more effectively to student needs (Ferguson, 2008; Meijer, 2003). Communities of practice or professional learning communities are thus facilitated where teachers and other professionals within and outside the school learn from each other and improve their practice. Cooperation and social learning processes within schools can affect people’s actions and thinking and provide opportunities to influence beliefs of students’ abilities to learn and on flexible teaching (Ainscow, Booth, & Dyson, 2006; Guðjónsdóttir, 2000; Macmillan, 2010; Marinósson & Gunnarsdóttir, 1992; Ryan, 2006).

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