Research questions and objectives In this presentation we will analyze and compare educational institutions and the educational practices of the Finnish and Norwegian states with a specific focus on the following issues linked to special education: 1) teacher and special-teacher education; 2) the use of special education in schools; and 3) the challenge of inclusion. We will compare the status of teachers and the organization of pre-service teacher education as well as the institutional practices of educational provision. Then we will document what appears to be the implications or impact of each country’s special education system. Finally, we try to offer a cultural explanation for why these systems differ. Theoretical framework: The presentation discusses the role of special education in Finland and Norway. There are major differences between these two countries statistically, conceptually and ideologically in the understanding of special education, as well as in special-teacher training between these two countries (Hausstätter and Takala 2008) and it seems that these differences can be linked to different political and ideological views on education in general. However, in both countries the number of students in special education has clearly increased. The explanation offered is the more competitive focus on knowledge and education worldwide. The different perspectives Finland and Norway bring to inclusion are also striking. The PISA test results clearly show that the Finnish school system is performing very well, and the part-time special educational system in Finland is one important reason. In other words, this part of Finnish special education is making Finnish schools more inclusive. The relatively weak results seen in Norway, and especially the large standard deviation, could mean that Norwegian schools, in spite of a strong focus on inclusion, are not very inclusive. Special education is a necessary part of the school system in both countries, but the quality of support for special education is much debated, and a global comparison and measurement of this support has to be made. If it is true that special education is creating success in schools, then clearly the need to discover more about the different systems and their quality in a global context should be emphasized.

This presentation is based on documents about Finnish and Norwegian school system, teacher education and educational history. This is a comparative study, relaying on similar kind of literal evidence on both countries.

The evidence shows that Finnish special education functions well. The question is whether it is possible or reasonable to copy Finland’s extensive use of special education in Norway (Hausstätter and Sarromaa 2008). There are statistical and conceptual problems to prevent this. The description used by Statistics Finland (2009) for what counts as special education does not match the Norwegian description. Another problem is in understanding the meaning of success. In light of the goal for full inclusion, this segregated system is quite problematic and not a sign of success (e.g., Brantlinger 2001). However, from a Finnish perspective it is claimed that full-time special education in special schools is also part of an overall inclusive strategy (Halinen and Järvinen 2008). One conclusion is that inclusion is understood differently in these two countries. There are major differences, statistically, conceptually and ideologically, between Finnish and Norwegian teacher education and school systems in their understanding of special education. However, there is a clear increase in the number of students in special education in both countries. The explanation offered to this development arises from different appreciation of education and a more competitive focus on knowledge and education in each society.