Conference Agenda

Inclusion is a central theme in current socio-political and scientific discourses, both nationally and internationally. In Portugal, since 2018, Decree-Law nº 54 puts into effect the commitment to inclusive education, in accordance with the definition of UNESCO (2009), as a process that aims to respond to the diversity of needs and potential of each student, through increasing everyone's participation in the learning processes and in the life of the school community. It also argues that at the center of pedagogical activity are the curriculum and student learning. In this sense, the present decree-law has as its central axis of orientation the need for each school/teacher to recognize the added value of the diversity of its students, finding ways to deal with this difference, adapting the teaching processes to the individual characteristics and conditions of each student, in order to ensure that they have access to the curriculum and learning, taking them to the limits of their potential.

Reynolds (2009, cit. by AEDEE, 2010) states that teachers' knowledge, beliefs and values are crucial for creating an effective learning environment for children, with teachers playing a central role in inclusion practices. Therefore, it is important to clarify that the paradigms of inclusive education and, consequently, of the inclusive school, advocate inclusive educational practices that, starting from human diversity as an added value and using methodologies of inclusive differentiation and cooperative learning, can generate success for all through the success of each one, thus moving towards the emergence of a new school paradigm (Sanches & Teodoro, 2007).

It is current evidence that pedagogical or curricular models in education constitute an important support for teachers to intentionalize their practices, contextualize their action and even reflect on it and in it. And, in this way, they are essential for defining the great educational purposes, their objectives and the means to achieve them (Formosinho, 2013).

In short, the adoption of a pedagogical model by teachers translates into a framework of values that guides pedagogical action and which, contemplating an inclusive matrix, can contribute to the promotion of inclusion.

In this communication we intend to reflect on the contributions of the implementation of the Pedagogical Model of the Modern School Movement (MEM) in pre-school education, for the promotion of skills that reinforce inclusion and for the creation of a school culture where everyone finds opportunities to learn and the conditions to fully realize themselves, responding to the needs of each student, valuing diversity and promoting equity and non-discrimination in access to the curriculum.

Migration patterns have affected educational system in many countries around the world. Nowadays cultural and linguistic diversity is not a new phenomenon in European classrooms and it is one of the goals for United Nations that all learners are provided with inclusive and equitable quality education (SDG4 United Nations, 2015). A body of international studies were conducted taking into account organization of reception for migrant students, second language learning acquisition (Baker, 2011; Cummins, 2009, Garcia 2009) and traumatic experiences of refuge youth (Rutter, 2006; Lynnebakke, Pastoor & Eide, 2020). However, it is still a challenge for many European countries to ensure education equality for newly arrived students providing inclusive practices through different models of adapted education (Garcia and Kleyn, 2016; Bunar, 2018; Bunar and Päivi, 2021).

When it comes to Norway, the main challenge in integration policy in Norway is that immigrants, especially refugees and women are without work (Kunnskapsdepartement, Regjeringens integreringsstrategi 2019–2022). Reserch show that newly arrived students of upper secondary school age is the most vulnerable group of learners when it comes to risk of underachievement and failure to complete upper secondary education (Kirkeberg, Dzamarija, Bratholmen & Strøm, 2019; IMDI, 2020). The issue concerning educational inclusion of newly arrived students has received considerable critical discourse targeting such issues as educational policies in Norway (Hilt, 2015) and organizational models of adapted education (Hilt & Bøyum 2015). Decentralized organization of educational system in Norway gives significant autonomy to municipalities and local schools to organize educational provisions differently for newly arrived students. Rambøll Management reports that varied standards of introductory programmes have good potentials but still lack guidelines, resources and organizational structures (Rambøll, 2016). At the same time, introductory classes have been criticized for intern organizational exclusion of newly arrived students that lead to segregation of the learners (Hilt & Bøyum 2015). When it comes to national policy regarding education of newly arrived students of 16- 24 age, it is still unclear who is responsible for the educational program on a local level, which leads to a lack of responsibility when it comes to organization of educational programs (Kunnskapsdepartement,  Regjeringens integreringsstrategi 2019–2022).

Thus, the purpose of this study is to contribute to an understanding of the education offered to immigrant and refugee youth of upper secondary school age in Norway considering the overall goal of equity through education. The study focuses on an educational provision for newly arrived learners of (16-19) age with little school background with the goal of qualifying them for entry into upper secondary education or vocational training. The paper presents a study of organizational responses to educating newly arrived learners of (16-19) age in Norway. This study describes how the set of national policy regarding education for newly arrived students with little school background is implemented on a local level and how the aspect of such organization influence students’ social and educational inclusion. The study describes and analyses how policy regarding the aim and goals of the educational program is interpreted and enacted by the key actors of policy enactment -principals, school leaders and teachers. It analyzes how these key-actors in policy enactment understand and act in relation to educational program that provides extended basis education for newly arrived students.

The theoretical and conceptual framework of this study focuses on the work by Stephen J. Ball (Ball 1993, 1997, 2005, 2013, Ball et al. 2011a, 2011b) and his critical analyses of policy as a text and its enactment in practice.

In Norway, The Educational Psychological Service (EPS) is a significant partner to guide and support the development of learning environments for inclusive education (IE) in kindergartens and schools.

The EPS offices are localized at the municipal and county level. The Services' duties are twofold: to assist the kindergartens' and schools' work on competence enhancement and organizational development in order to improve the adaptation of education for children with special needs and ensure that expert assessments are prepared when required. The Norwegian Education Act (1998) and the Curriculum Framework (2018) emphasise adapted and inclusive education (IE) as the gateway to high-quality education for all, striving for fellowship, participation, democratization and benefit, promoting learning and well-being for all children (Booth, 2011; Haug, 2003, 2010; Fasting & Breilid in press). These values provide a direction for the EPS counsellors to be dialogic partners in helping kindergartens and schools convert inclusive values into everyday practices.

However, research on the EPS' practice shows that limited emphasis has been placed on developing inclusive practices in kindergartens and schools (Moen, Risberg, Samuelsen & Sølvberg, 2018), largely due to the extensive requests for individual expert assessments (Hustad, Strøm & Strømsvik, 2013; Andrews, Lødding, Fylling & Hustad, 2018). Based on the reports and the criticism of Norwegian special education practice and the criticism of the EPS' role regarding the education of pupils with special needs (Haug, 2014; The children's Ombudsman, 2017), it is of interest to explore how inclusion as a concept, strategy, and practice are emphasized in collaborative efforts between kindergartens, schools and the EPS.

Given the challenges of implementing inclusive education, it may be of international interest to gain insight into how Norwegian EPS counsellors try to realize inclusive values when organizational development is on the agenda. Such knowledge may give information on how external parties may be proactive in promoting inclusive practices.

Research question
The aim of the study is to explore how IE, as a concept, strategy and practice, is used as the basis for organizational learning, aiming to improve the quality of education for pupils at risk and with special needs. To our knowledge, there are no such Norwegian studies (Moen, Risberg, Samuelsen & Sølvberg, 2018), and the issue is sparsely focused internationally.

Hence, the research question we want to investigate is: How is IE facilitated, and which properties of IE are emphasized when EPS counsellors collaborate with kindergartens and schools to improve the education for pupils at risk and with special needs?

Accordingly, the aim of this study is to explore how and in what ways the EPS counsellors facilitate organizational learning to strengthen the idea of IE in classrooms and schools for pupils at risk and pupils with special needs.