Dialogues between Northern and Eastern Europe on the Development of Inclusion

"Ensuring equal access to education for everyone regardless of gender, race, health status, place of residence, language of communication or other circumstances, is one of the most important indicators of the development of the nations consciousness, which is enshrined in the Constitution of Ukraine. Of course, inclusive education is not only architectural accessibility of educational institutions. First of all, it is the creation of an inclusive educational environment which primarily depends on the conceptual bases of the perception of each child and quality training of qualified teachers. That is why today it is important to study and apply the best practices in the organization of inclusive education. The book addresses issues that will help countries to improve mechanisms to implement inclusive education at the national level. I am confident that together we can build an inclusive educational environment in view of the todays challenges." Note from Maryna Poroshenko The Head of Charitable Foundation of Poroshenko, Ukraine The First Lady of Ukraine and is the wife of the fifth Ukrainian President Petro Poroshenko (2014- 2019) "I consider this book to be informative and professionally valuable in many ways. On the one hand, several of the book's chapters provide good descriptions of the values that are desired to be achieved with an inclusive school. On the other hand, this book gives many nuanced descriptions and illustrations of conditions in different countries, with possibilities and obstacles to implement inclusion in practice. These conditions reflect socio-cultural variations, economic and political differences, as well as varying special educational traditions. This content makes the book valuable as a contribution in comparative special education." Note from Edvard Befring, Ph.D., Professor Emeritus in Special Education, University of Oslo, Norway "Ensuring equal access to education for everyone regardless of gender, race, health status, place of residence, language of communication or other circumstances, is one of the most important indicators of the development of the nations consciousness, which is enshrined in the Constitution of Ukraine. Of course, inclusive education is not only architectural accessibility of educational institutions. First of all, it is the creation of an inclusive educational environment which primarily depends on the conceptual bases of the perception of each child and quality training of qualified teachers. That is why today it is important to study and apply the best practices in the organization of inclusive education. The book addresses issues that will help countries to improve mechanisms to implement inclusive education at the national level. I am confident that together we can build an inclusive educational environment in view of the todays challenges." Note from Maryna Poroshenko The Head of Charitable Foundation of Poroshenko, Ukraine The First Lady of Ukraine and is the wife of the fifth Ukrainian President Petro Poroshenko (2014- 2019) "I consider this book to be informative and professionally valuable in many ways. On the one hand, several of the book's chapters provide good descriptions of the values that are desired to be achieved with an inclusive school. On the other hand, this book gives many nuanced descriptions and illustrations of conditions in different countries, with possibilities and obstacles to implement inclusion in practice. These conditions reflect socio-cultural variations, economic and political differences, as well as varying special educational traditions. This content makes the book valuable as a contribution in comparative special education." Note from Edvard Befring, Ph.D., Professor Emeritus in Special Education, University of Oslo, Norway

Natallia Bahdanovich Hanssen is an Associate Professor of Special Needs Education at Nord University in Bod, Norway. Natallia's research interests are currently linked to comparative studies, inclusion, special needs education, inclusive education, language difficulties, aesthetic and special needs education, bullying, psychosocial learning challenges and behavioral and relational impairments. Sven-Erik Hansn is an Emeritus Professor of Education in the Faculty of Education and Welfare Studies at bo Akademi University, Finland, and was Professor II at the University of Oslo (201013), at Nord University (201820) Norway, and Docent at the University of Helsinki. His research areas include teacher education, teachers professional development, curriculum studies; and evaluations of teacher education, higher education institutions and of research project applications. He was President of NERA (Nordic Educational Research Association) from 2004-07. Kristina Strm is Professor of Special Education at bo Akademi University, Finland. Her main research interests include the work and role of special education teachers, special education and special educational support in the school system, special education in rural areas and inclusive education. She has also a special interest in special and inclusive education in low income countries, especially in East Africa.

PART 1 Chapter 1 Understanding Inclusion and Inclusive Education for Students with Special Educational Needs Ideals and Reality Hanssen Natallia & Khitruk Vera Chapter 2 Inclusion and Special Needs Education: a Theoretical Framework of an Overall Perspective of Inclusive Special Education Haussttter Rune & Vik Stine PART 2 Inclusion and Inclusive Education in North Europe Chapter 3 Inclusive Education in Sweden: Policy, Politics, and Practices Barow Thomas & Berhanu Girma Chapter 4 Special needs education and the inclusion process in Denmark. Conceptual and practical challenges at national and local levels Egelund Niels & Dyssegaard Camilla Chapter 5 Dialogues between Western and Eastern Europe on the development of inclusion: Theoretical and practical perspectives Gunnthorsdottir Hermina Chapter 6 In pursuit of the inclusive school the case of Finland Strm Kristina & Sundqvist Christel Chapter 7 A practical-theoretical perspective on the inclusive school in Norway Harkestad Olsen Mirjam PART 3: Inclusion and Inclusive Education in East Europe Chapter 8 Teachers attitudes towards policy and practice of inclusion and inclusive education in Russia Kutepova Elena, Suntsova Aleksandra, Alekseeva Aleksandra, Hanssen Natallia & Harju-Luukkainen Heidi Chapter 9 Gained experience and new perspectives in the field of inclusive education in Belarus Gajdukevich Svetlana, Lemeh Elena, Khitruk Vera & Torhava Anna Chapter 10 Inclusive education in Ukraine - tension between policy and practice Martynchuk Olena, Skrypnyk Tetiana, Sofiy Natalia & Hanssen Natallia Chapter 11 Development of special education in the Republic of Moldova: paradoxes as to inclusion Kalinnikova Magnusson Liya & Rosenqvist Jeremias Chapter 12 Changes towards inclusion in the lithuanian education system Alisauskiene Stefanija & Harju-Luukkainen Heidi PART 4 : Dialogues between North and East Europe Chapter 13 Moving Towards Inclusive Schools: Teacher Collaboration as a Key Aspect of the Development of Inclusive Practices Sundqvist Christel Chapter 14 One Word Different Understandings Inclusion and Inclusive Education in Eastern and Northern Europe Hanssen Natallia, Hansn Sven-Erik & Strm Kristina