ABSTRACT
The Danish efforts of integration have roots all the way back to the school-policy debate of the 1940s and the 1950s. A debate about the undivided school, a debate about structure, which little by little created a political majority for the opinion that the differentiation of students after a test in the fifth form - had life-long consequences for the students. The role of the school was very seldom referred to with respect to the evaluation of inclusive practices. The educational practice of these special educational projects is based on the understanding that a handicap is relative and, therefore, among other things, determined by local planning and implementation of education. The Norwegian Trygve Lie has pointed out that integration from a special education point of view can be looked upon as a process of interaction, where participants with different backgrounds are acting without fear of showing or losing identity.
