ABSTRACT
The main issue discussed in this chapter is the extent to which teacher education qualifies new teachers for working with absolutely all pupils in the compulsory school, with a focus on special education. The chapter presents a particular understanding of inclusive education. This is used as a reference in the presentation and discussion of a study of Norwegian teacher education, with a focus on how teachers are prepared for implementing the inclusive ideas. The results from this study are not very promising when it comes to the competence of new teachers for meeting the heterogeneity of the pupil population in a school for all. In the last part of the chapter these results are analysed and discussed.
