Development of inclusion - Sweden

Views of integration

The Swedish educational system is based upon the philosophy that all pupils have the same right to personal development and learning experiences. This right is stated in para. 1 of the Education Act. The inclusion of all pupils within this principle is crucial and the rights of pupils in need of special support are not stated separately. The current curriculum for compulsory schools does not use the word or concept of mainstreaming, but promotes the given that all pupils will be educated in general classes or child care groups. If this is not possible, then the school must indicate very clearly why other educational options for pupils should be considered.

This is an important philosophical standpoint for school organisation and operation. Earlier debates focused upon prerequisites for integration. Now the focus has shifted to the need for justification for segregated options to be considered for pupils. See: http://www.sweden.gov.se/sb/d/2063/a/21953

Local solutions - 'särskola'

For pupils with severe learning disabilities there is a special programme - 'särskola'. This programme was previously the responsibility of the regional counties, but since 1996, the local school boards in each municipality have had full responsibility for this programme. The programme is now closely linked to or included into general school activities. See:  http://www.skolverket.se/sb/d/673

Action plans of development

For all pupils in need of special support, an action plan of provision has to be worked out by their teachers in consultation with the pupil themselves, their parents and specialist support teachers. This plan, which identifies needs and provision to meet them, is continuously evaluated and progress and changes of solutions are possible.

Teachers' Education

All teachers educated in the new teaching training programme will be educated in Special Needs Education to make them better prepared to meet the needs of all pupils within general education. Specialists of Special Needs Education are educated to advise teachers and to co-operate with the managers of schools to ensure that the needs of all pupils are met. Information on the teacher training programme of Stockholm is available in English at: http://www.su.se/pub/jsp/polopoly.jsp?d=9222 

Abandoning of timetables

Local projects are now run to investigate the possibilities of abandoning formal school timetables and making compulsory education even more goal-oriented. The goals for a certain subject must be achieved by every pupil, but the ways to reach them as well as how much time is spent on reaching each goal can vary. This would further facilitate an organisation where all pupils' specific needs are met.

Resource centres and special schools

Resource centres and knowledge of Special Needs Education are developed at the local level with the support of the state-run National Agency for Special Needs Education and Schools. The intention is that the provision of support will be done at a local level, to make individual solutions more adapted to the pupil concerned.

The state also offers support by The National Agency for Special Needs Education and Schools who runs three national and five regional special schools. The national schools cater for students with:

• visual impairment combined with additional disabilities (MDVI)
• deafness or hearing impairment combined with learning disabilities
• severe speech and language disorders.

The regional schools offer education for students with deafness or hearing loss that corresponds to compulsory schooling.

The National Agency for Special Needs Education and Schools also run four national Resource centres with specialized knowledge of students with:

• visual impairment with or without additional disabilities
• deafness or hearing impairment combined with learning disabilities
• congenital deafblindness
• severe speech-language disorders.

The resource centres offer assessments of children and young people, and training programmes for educators and parents.