This paper deals with some of the findings drawn from a qualitative study conducted in four primary schools, two in Iceland and two in the Netherlands. The overall aim of the study is to explore whether there are differences in teacher’s practices and perspectives in these two countries regarding to their understanding of inclusivity and if so, why? What role does the existing culture and society play in shaping any differences that might be identified? Iceland and the Netherlands have rather distinct educational systems. Iceland is normally considered to have a highly inclusive education system with a very few special schools but in the Netherlands there is a long tradition for separate educational resources, e.g. special schools (Eurydice, 2003). In the last few years this landscape has been changing in both countries. One of the aims in this research is to explore in which direction the systems are moving, i.e. from segregation to inclusion or vise verse. As it is commonly acknowledged that the views of teachers are a key element for the implementation of the inclusive policy (Bunch, Lupart et al. 1997; Avramidis and Norwich 2002; Bartolo and Lous 2005) a special emphasis will be put on teachers’ point of view within the system. The methods used in this research are qualitative in nature and involve an interpretive, naturalistic approach (Denzin and Lincoln 2000). As the research question is twofold and refers to the individuals within their society and culture, I have also chosen an ethnographic approach to focus upon the socio-cultural context, time and space (Gall, Borg et al. 1996, p.607). My main emphasis is however, on the interplay between internal and external factors, between the system and society. At this point I will focus on some of the outcomes, related to The process from exclusion to inclusion. A comparison of these two education systems and the teachers is interesting as the Dutch primary schools and teachers are actually taking similar steps as were taken in Iceland from 1974 and onwards when the integration/inclusion process officially started with a new law on primary school education. My question here is therefore: Has something changed in how countries approach and deal with ‘educational inclusion’ and what can we learn from this time space? .

These changes are linked to the effort to welcoming all children into the mainstream school but not some of them. It seems that both countries have implemented a similar approach to inclusion with a considerably more emphasis on the medical model than upon the social model. In both countries schools have clearly opened their door for diverse students and teachers express a view which is characterised by a willingness to meet students diverse and additional needs.

They endeavour to constantly seek material, teaching methhods, paths and other things which can best serve their students. But at the same time a contradiction can be identified, both in their view and work which is characterised by their fundamental view on education; namely the existance of the normal student. Later this year, when more findings have emerged from the research, the plan is to publish a paper in relevant Icelandic, Dutch and international magazines