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• W2100066942 abstract "This article discusses the chain of actions in special education in Norwegian compulsory school. An analysis is made of how the municipality follows up national guidelines relevant to the chain of actions through its own guidelines to the schools. The analysis gives the general impression that the local authority is facilitating guidance to the schools in a way that accommodates national regulations effectively, thus contributing to a situation in which national laws and regulations for education can be implemented through the different components of the chain of actions. Nonetheless, there appears to be a need for a revision of the guidelines in some areas, including a clearer emphasis on the consideration for inclusive education as well as collaboration among the teaching staff. Background Special education – the need for local follow-up of national guidelines Implementing a type of education that is adapted to the individual pupil’s abilities and aptitudes has been a key challenge for the Norwegian education system for a long time. This challenge is not merely related to intentions formulated by the government, but also to the local follow-up of these formulations (Bjornsrud & Nilsen, 2008). The national Education Act posits that adapted education shall partly be carried out through ordinary education and partly through special education. A pupil who does not adequately benefit from ordinary education in spite of the individual adaptation entailed in this form of education, has the right to special education. Special education is therefore the recourse when there is a greater need for individual accommodation than that provided by ordinary education. The research question for this article concerns the chain of actions in special education in compulsory school. Emphasis is initially on which municipal guidelines are issued for the different components of the chain of actions, prescribing how the local schools should provide for special education. Secondly, an analysis of how these guidelines harmonise with and accommodate government regulations is carried out. There is an obvious need for more knowledge on how institutionalised systems of special education function (Bachmann & Haug, 2006). Both government supervision and surveys (Riksrevisjonen, 20052006) have uncovered an inadequate understanding and practice of national guidelines in several municipalities. A considerable variation in the scope of special education appears partially to be associated with local differences in the interpretation and practice of guidelines. The local interpretations of the guidelines may in some cases deviate from the intentions of the law, creating a situation in which the formal requirements for special education are not met (Nordahl & Hausstatter, 2009)." @default.
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• W2100066942 title "The Chain of Actions in Special Education--The Relationship between National Guidelines and Municipal Follow-Up: An Evaluation Based on a Case Study from One Norwegian Municipality." @default.
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