In this paper, I will explore how Icelandic student teachers perceive the usefulness of ideas on inclusive education as a factor in their future work in schools. The Icelandic education system is based on equal opportunities and an appropriate education for all children, no matter what their physical or mental capabilities may be their social emotional situation or linguistic development (Lög um grunnskóla nr. 66/1995). The compulsory school is obliged to attempt to educate all children in a successful way. By the Compulsory School Act from 1974 the tone for future development was set. The law prescribed ten years of compulsory schooling and an emphasis on equal opportunities to education (Lög um grunnskóla nr. 63/1974). By the turn of this century some special schools were closed down, and new legislation on education for all school levels was enacted in 2008. In the Primary School Act (Lög um grunnskóla nr. 91/2008) the word “inclusive school” is used for the first time to describe the Icelandic compulsory school (Article 17). It can be argued that during the past few years the development has been towards inclusion, taking into account the policy changes in the system (see e.g. Eurydice, 2008; Fræðslumiðstöð Reykjavíkur, 2002). There is, however, evidence which shows that teachers are not satisfied with current arrangements and many of them think they have reached the end of their tether in handling the diversity of students in Icelandic primary schools (Bjarnason & Persson 2007; Björnsdóttir & Jónsdóttir, 2010; Marinósson, 2007; Morthens & Marinósson, 2002).

One of the critique on inclusive education is directed at the implementation at an institutional level as well as in teacher education (Armstrong, Armstrong and Spandagou, 2011; European Agancey for Development in Special Needs Education, 2011). The changing role of teachers is increasingly acknowledged and emphasises the need for significant changes in the way teachers are prepared for their professional roles and responsibilities. This applies to Iceland, like other European countries (European Agency for Development in Special Needs Education, 2011).  It has been recognised that teachers’ attitude and readiness to work with student‘s diversity - all students - may affect the progress of inclusive practices in schools (Bartolo, 2007; Florian & Linklater, 2010; Gunnþórsdóttir & Bjarnason, 2014). Teacher education is therefore a crucial platform to form the basis for inclusive practices in schools. A key element for a successful implementation is to make inclusive issues inherent in teachers’ professional practices (Bartolo, 2007; European Commision, 2013; Karlsdóttir & Guðjónsdóttir, 2010). The teacher education must be the foundation for creating such a base.

The theoretical framework and main concepts is based on inclusive pedagogical approach (Florian & Spratt, 2013) and on ideas on teachers’ professional theory and practices. Teachers´ professional theory is here taken to be the main pillar in building teachers´ professionalism. It refers to theories about how teachers build a personal theory of learning and teaching through learning and practice. It can be both conscious and unconscious, and is the foundation for the professional teacher (Bjarnadóttir, 2008; Ingvarsdóttir, 2004; Schön, 1991). The research question is: How relevant and useful is inclusive education as a factor in teachers future work according to Icelandic student-teachers?

Armstrong, D., Armstrong, A. C. og Spandagou, I. (2011) ʻInclusion: By Choice or By Chance?.ʼ International Journal of Inclusive Education, 15(1), 29–39. DOI:10.1080/13603116.2010.496192 Bartolo, A. (Ed.). (2007). Responding to student diversity: Teacher‘s Handbook. Malta: Faculty of Education, University of Malta. Bjarnadóttir, R. (2008). Makmið kennaranáms: Starfshæfni og fagmennska. Tímarit um menntarannsóknir, 5, 93–106. Bjarnason, D., & Persson, B. (2007). Inkludering i de nordiska utbildningssystemen. In Psykologisk Pædagogisk Raadgivning Temanummer: Inkludærende Pædagogik i Norden, 44(3), 202–224. Björnsdóttir, A., & Jónsdóttir, K. (2010). Starfshættir í grunnskólum. Menntakvika: Conference Proceedings. 2010. Menntavísindasvið Háskóla Íslands. Coe, R., Aloisi, C., Higgins, S., & Major, L.E. (2014). What makes great teaching? Review of the underpinning research. Durham: Durham University. Eurydice. (2008). National summary sheets on Educational systems in Europe and ongoing reforms. Iceland. Retrieved, March, 22, 2010 from http://eng.menntamalaraduneyti.is/media/MRN-PDF Althjodlegt/National_summary_sheet_2008.pdf European Agancey for Development in Special Needs Education. (2011). Teacher education for inclusion across Europe. Challenges and opprotunities. Odense: European Agancey for Development in Special Needs Education. European Commision. (2013). Supporting Teacher Educators for better learning outcomes. European Commission, Education and Training. Retreived from http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf Florian, L. & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119—135. Florian, L. & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369¬–386. Fræðslumiðstöð Reykjavíkur. (2002). Stefna fræðsluráð Reykjavíkur um sérkennslu. Retreived from http://www.reykjavik.is/Portaldata/1/Resources/skjol/svid/menntasvid/pdf_skjol/stefnur/stefna_um_serkennslu_lokaskjal.pdf Gunnþórsdóttir, H. & Bjarnason, D. (2014). Conflicts in teachers’ professional practices and perspectives about inclusion in Icelandic compulsory schools. European Journal of Special Needs Education. DOI: 10.1080/08856257.2014.933543 Ingvarsdóttir, H. (2004). Mótun starfskenninga íslenskra framhaldsskólakennara. Tímarit um menntarannsóknir, 1, 39–47 Karlsdóttir, J. & Guðjónsdóttir, H. (2010). Hvernig látum við þúsund blóm blómstra? Ráðstefnurit Netlu – Menntakvika 2010. Lichtman, M. (Ed.). (2013). Qualitative research in education. A user’s guide. (3d ed.). Los Angeles: Sage. Lög um grunnskóla nr. 63/1974 Lög um grunnskóla nr. 66/2005 Lög um grunnskóla nr. 91/2008 Marinósson, G.L. (Ed.). (2007). Tálmar og tækifæri. Menntun nemenda með þroskahömlun á Íslandi. Reykjavík: Háskólaútgáfan. Morthens, A., & Marinósson, G.L. (2002). Árangursríkt skólastarf og skóli fyrir alla [Effective schools and inclusive education]. Written for NordSpes 30.10.2002. Schön, D. A. (1991). The reflective practitioner : how professionals think in action. Aldershot: Ashgate. Silverman, D. (2000). Doing qualitative reserach. A practical handbook. London: Sage Publications.