In recent years political and economic developments, such as the movement towards inclusive education, have redefined the special education profession in Scandinavia and in other regions of the world. Through systematic comparison of common national and international phenomena, comparative research offers a means of increasing our understanding as to how such changes are likely to impact educational provision (Osborn et al. 2003). In addition, the educational systems of Scandinavia have many shared historical and political characteristics, which may account for many similarities in educational approaches, making them particularly suited for comparative inquiry (Cameron, Persson, & Nilholm 2012). These countries have also been lauded for being among the most ‘inclusive’ educational systems in the world (e.g., OECD, 2011), suggesting that national developments and practices are also of relevance as "case studies" for an international audience.

Thus, the current study examines special educator preparation in Norway and Sweden over the last decade. Graduates of special education programs at two Norwegian (n = 312) and two Swedish universities (n = 429) who completed their training between 2003-2012 responded to parallel surveys in the two countries. Themes included: (a) attitudes towards special education and inclusion, (b) current working conditions, and (c) perceptions of their educational preparation. Among the results that will be discussed are participants' perceptions of their training and its relevance for their current work. In addition, we explore why students chose to study special education, as well as why many of those who took this coursework are not currently working in the field.

Despite its widespread use, a pertinent theoretical framework for the analysis involves consideration of the data in relation to two competing paradigms, known as the categorical and relational perspectives (Egelund, Haug, & Persson, 2006.). In addition, we employ a theoretical approach connected to the work and education of professionals in the public sector. Professions are seen as being embedded in the society at large, where, they "both create their work and are created by it" (Abbott, 1988, p. 316). A brief background of the development and evolving structure of special education systems in Norway and Sweden will also be provided.

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