ABSTRACT
In this chapter we concentrate on the educational experiences of teachers and students in ‘Berg School’, a primary school in the Hedmark district of Norway. We pay particular attention to the inclusion of three students with special educational needs in a fifth grade class. We start by outlining the Norwegian educational system, legislation and policies on inclusion, and the terms and concepts used to discuss it. We then report on our observations and interviews at Berg School in the context of its community or ‘commune’. We end by reviewing the progress towards inclusive education at Berg and the effects of Norwegian policies.
