In 2008, a group of Icelandic researchers started a multi-disciplinary project called Teaching and Learning in Icelandic Schools 2009-2011, which deals with teaching and learning in 20 Icelandic schools for students aged 6 to 15. The aim of the study is to contribute to the body of knowledge on teaching and learning in Icelandic schools. In 2012, a survey from the Icelandic study was translated into Faroese and administered to all school children in the Faroe Islands ages 14 and 15. In 2013, surveys for parents will be translated into Faroese, and data will be collected. 

This poster will explore attitudes towards the role of schools, with an emphasis on attitudes toward inclusion. There are a number of similarities between Iceland and Faroe Islands, they have similar languages and cultures. Both countries have lived under Danish control Iceland was until 1944, and the Faroe Islands still are (see “Faroe Islands,” Wikipedia). Not much has been written about the educational systems in those countries; this is especially true for the Faroe Islands, but there seem to be certain similarities both in regulations and unwritten rules, norms, and traditions.The idea that responsibility for the upbringing and education of children is shared between home and school has been reinforced in the Icelandic National Curriculum (Menntamálaráðuneytið, 2006). School is not only a place to learn subject matter, but an institution that cooperates with parents in the upbringing of all children. In the Faroe Islands, the same is stated in the Education Act of 1997.The view that all children should attend their neighbourhood school rather than a special school for children with disabilities has been stated clearly in Iceland (Menntamálaráðuneytið, 1999, 2006), and Iceland adopted the vision of the Salamanca Statement and its framework for Action on Special Educational Needs (Menntamálaráðuneytið, 1995). In the Faroe Islands, the Education Act of 1997 states that local authorities are responsible for providing all children in the municipality between the ages of 7 and 14 with the possibility to attend their neighbourhood school. The local authorities are also responsible for providing all pupils up to 18 years of age in their municipality with special education if needed.

The current Icelandic education policy seems to be clear, but it is still under debate. Dóra Bjarnason (Bjarnason, 2009) points out that the movement towards educating all children in neighbourhood school is by no means universally agreed upon by parents and teachers in Iceland, and it is likely that the same can be said about the Faroe Islands.

The main goal of this poster is to explore attitudes of students and parents towards inclusion and the role of schools by comparing results between the two countries and between schools.

Bjarnason, D. (2009). Through the Maze: What is (special-) education in inclusive settings? Faroe Islands From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Faroe_Islands#Politics Løgtingslóg nr. 125 frá 20. juni 1997 um fólkaskúlan from http://www.logir.fo/system/foframe.htm Menntamálaráðuneytið. (1995). Salamanca-yfirlýsingin og rammaáætlun um aðgerðir vegna nemenda með sérþarfir. Retrieved from http://brunnur.stjr.is/mrn/utgafuskra/utgafa.nsf/xsp/.ibmmodres/domino/OpenAttachment/mrn/utgafuskra/. Menntamálaráðuneytið. (1999). Almennur hluti : aðalnámskrá grunnskóla 1999. Reykjavík :: Menntamálaráðuneytið,.( Icelandic National Curriculum) Menntamálaráðuneytið. (2006). Aðalnámskrá grunnskóla almennur hluti. Retrieved from http://bella.mrn.stjr.is/utgafur/agalmennurhluti_2006.pdf. (Icelandic National Curriculum) Teaching and Learning in Icelandic schools: Research Project 2009-2011. (2009). In U. o. I. School of Education (Ed.). Reykjavík. The Icelandic research center on school inclusion. (n.d.). from http://vefir.hi.is/skolianadgreiningar/?page_id=11