The principle of inclusive education is central in Norwegian policy documents and equity, equality, diversity and inclusion are terms and standards of Norwegian educational policy (Norwegian Education Act 1998; The Norwegian National Curriculum 2017). Norway has a public school system which follows the social democratic model of a “School for All”. Due to increasing diversity in schools there is an ongoing need to discuss inclusion and equal opportunities in education. Adapted education is a strong educational principle, rooted in the Norwegian Education Act (Norwegian Education Act 1998) and still a great challenge for teachers to fulfill (Backmann & Haug, 2006). Giving all pupils the right to take part in ordinary learning activities according to their learning capabilities, where diversity is to be understood as enrichment, seems to challenge teachers the most. Pupils who do not benefit from the ordinary education are referred to The Norwegian Educational Psychological service (EPS) and their needs of special needs education (SNE) are assessed. EPS`mandate is embedded in the Norwegian Education Act (1998) and their tasks require both individual and systemic approach towards pupils' learning outcomes. In 2019 the Norwegian Ministry of Education announced the intention to introduce a number of measures to enhance pupils with special needs chances to be taught by professionals with the relevant competence (Ministry of Education 2019). This follows cooperation between universities and municipalities to examine which competence is needed for municipalities to be able to accommodate education for all through inclusive practices.

The present study is part of a development project between Østfold University college and one Norwegian municipality. In this study we investigate how internal systems in schools can be developed by improving organizational structures in the municipalities. Further we look into how the Norwegian Educational Psychological service (EPS), an independent expert authority, and schools as an organization can be seen as fellow participants in professional learning communities. To better understand how municipalities in Norway can approach more inclusive education and inclusive practices, we seek to understand how professional learning communities can contribute to school leaders, teachers and professionals within the EPS, to work together, share and question their practice in critical ways (De Neve et. al 2015). This has led us to the following research question:

How can professional learning communities be a contributor to strengthening internal systems in schools aiming to develop inclusive practices?

The theoretical framework is based on social cognitive theory proposed by Bandura (1997). This theory emphasizes the psychological perspective on human functioning that highlights the critical role played by the social environment on motivation, learning, and self-regulation (Shunk & DeBenedetto, 2020). A premise of Bandura’s theory (1997) is that individuals strive for a sense of agency, or the belief that they can exert a considerable degree of influence over important events in their lives. In this context, the concept of efficacy beliefs is central. Defined as a future oriented judgment about capabilities to organize and execute the courses of action required to produce given attainments in specific situations or contexts (Bandura, 1997). In recent years research has added an organizational dimension to inquiry about efficacy beliefs, referred to as perceived collective efficacy (Goddard, Hoy & Woolfolk Hoy, 2004; Goddard & Goddard, 2001; Voelkel & Chrispeels, 2017). Within an organization, perceived collective efficacy represents the beliefs of group members regarding "the performance capability of a social system as a whole" (Bandura, 1997, p. 469). Research (Voelkel & Chrispeels, 2017) has also shown that high collective efficacy beliefs can advance better professional learning communities (PLC).

The main focus of this study was to bring out the different participants’ experiences and reflections on their own practice and an inductive qualitative approach was chosen for data gathering. The data was gathered through three focus group interviews (Madriz, 2000) with a selection of representatives of EPS, school administrators, special education administrators and teachers from three pilot schools in an urban municipality. In each of the interviews six informants participated (in total n= 18). A semi-structured interview format was used to provide discussions and reflections concerning the concepts of inclusion, precaution of possible learning difficulties and systematic cooperation. The focus group interviews were conducted by both authors. A qualitative thematic analysis (Braun og Clarke, 2006) of the focus group interviews has been conducted. The thematic categories have been created with an inductive approach, themes and categories developed were directed by the content of the data. To develop an initial coding frame and identify key-themes the interviews were independently read and re-read by both authors. Themes were then grouped and lead us to four important themes; routines and organization of cooperation, the relationships in the college and with partners, sense of competence and professional learning communities. Professional learning communities distinguished itself as a main concept of the four themes.

The preliminary findings indicate a need for more structured routines related to the national guidelines for special needs education and a more defined understanding for how schools and EPS cooperate according to official procedures, before students are granted SNE. Schools point out the need to have relations within their professional community to strengthen their practices. We question how EPS can be part of professional learning communities. Both teachers and professionals within EPS highlight the importance of developing competence and to have routines for cooperation, to improve inclusive practices. Our findings will be discussed in light of four sources of efficacy- shaping information, as postulated by Bandura (1997). This source; mastery experiences, vicarious experiences, social persuasion and effective state, will most likely be important to the development of collective efficacy beliefs. Increased awareness in areas that might strengthen collective efficacy beliefs can also contribute to develop more robust and better professional learning communities. In schools, this can have an impact on how the college as a whole can organize itself and interact in ways that cause positive effects on pupils. With this as a background, we will discuss how professional learning communities can be a contributor to strengthening internal systems in schools, with the overall purpose of developing inclusive practices for all pupils.

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