The concepts of inclusion and inclusive education for children with special education needs (SEN) have been widely accepted as imperative undertakings in the education spectrum. This book posits the practice of these ideas by scrutinizing the methodologies adopted by varied nations of the two regions towards inclusive education along with juxtaposing the dichotomous observations to enable a dialogue regarding the actualization of inclusive education.

The book looks at the distinct approaches taken by Northern and Eastern European education systems to realize inclusive education for children with SEN and aims to enable a space for dialogue wherein the reader would be able to access the cultural context of each practice, expand their cognizance regarding the concept of inclusivity and develop a more nuanced and sensitive approach to inclusive education. In the act of exploring the myriad ways in which inclusivity is practiced in the two regions, the book thusly provides insights into the pluralities and significance of inclusion in the education sector across a global spectrum.

The anthology will be of interest to a vast range of audience, videlicet, individuals, students, researchers, professionals, et al., invested in the education sector, special needs education and pedagogy. It further proposes appeal for individuals interested in performing scientific research on the subject. The book practically aims to be of interest for any individual invested in the discipline of education, development of community and the topics pertaining to education for children with SEN.

part I|32 pages

Theoretical perspectives on inclusion and inclusive education

chapter 1|16 pages

Understanding inclusion and inclusive education for students with special educational needs

3Ideals and reality
ByNatallia Bahdanovich Hanssen, Vera Khitruk

chapter 2|15 pages

Inclusion and special needs education

A theoretical framework of an overall perspective of inclusive special education
ByRune Hausstätter, Stine Vik

part II|82 pages

Inclusion and inclusive education in Northern Europe

chapter 3|18 pages

Inclusive education in Sweden

35Policy, politics, and practice
ByThomas Barow, Girma Berhanu

chapter 4|14 pages

Special needs education and the inclusion process in Denmark

Conceptual and practical challenges at national and local levels
ByNiels Egelund, Camilla Brørup Dyssegaard

chapter 5|17 pages

The path towards inclusive education In Iceland

ByHermína Gunnþórsdóttir

chapter 6|16 pages

In pursuit of the inclusive school

The case of Finland
ByKristina Ström, Christel Sundqvist

chapter 7|16 pages

A practical–theoretical perspective on the inclusive school in Norway

ByMirjam Harkestad Olsen

part III|86 pages

Inclusion and inclusive education in Eastern Europe

chapter 8|17 pages

Teachers’ attitudes towards policy and practice of inclusion and inclusive education in Russia

ByElena Kutepova, Alexandra Suntsova, Alexandra Alekseeva, Natallia Bahdanovich Hanssen, Heidi Harju-Luukkainen

chapter 9|15 pages

Gained experience and new perspectives in the field of inclusive education in Belarus

BySvetlana Gaidukevich, Elena Lemekh, Vera Khitruk, Hanna Torkhava

chapter 10|20 pages

Inclusive education in Ukraine

Tension between policy and practice
ByOlena V. Martynchuk, Tetiana V. Skrypnyk, Natalia Z. Sofiy, Natallia Bahdanovich Hanssen

chapter 11|18 pages

Development of special needs education in the Republic of Moldova

Paradoxes as to inclusion
ByLiya Kalinnikova Magnusson, Jeremias Rosenqvist

chapter 12|15 pages

Changes towards inclusion in the Lithuanian education system

ByStefanija Alisauskiene, Heidi Harju-Luukkainen

part IV|27 pages

Dialogues between Northern and Eastern Europe

chapter 13|16 pages

Moving towards inclusive schools

203Teacher collaboration as a key aspect of the development of inclusive practices
ByChristel Sundqvist

chapter 14|10 pages

One word, different understandings

Inclusion and inclusive education in Northern and Eastern Europe
ByNatallia Bahdanovich Hanssen, Sven-Erik Hansén, Kristina Ström