LEGAL SYSTEM
The overall objective of the Norwegian State education system is equal opportunities for all, the aim being to offer an education adapted to individual abilities.
The curriculum is based on the principles of inclusion, participation and decentralisation. The curriculum caters for pupils with SEN by making local and individual adaptations possible. When it comes to subject syllabi, schools have to work out individual plans for pupils with SEN. In this plan, the school must take into account the goals and the content of the mainstream subject syllabi for the class and make the adaptations needed for each pupil. This plan must also take into consideration the advice of the pedagogical psychological service. The ministry will shortly be publishing guidelines on how to make individual plans for pupils with SEN.
Education acts
The main acts determining the education system in Norway are the Primary and Lower Secondary Education Act 1969; Pre-Primary Education Act 1974; and Upper Secondary Education Act 1974. In 1976 an Act focusing upon adult education was passed. Each of these Acts has separate sections and provisions that determine the framework for special educational services in Norway.
Norway passed a new Education Act in August of 1999 which contains regulations for lower and upper education as well as adult education.
Special education is regulated in § 5-5 in the Education Act of 1999.
Acts are proposed and passed by the Storting, the Norwegian Parliament. Centrally the Ministry of Education, Research and Church Affairs is responsible for all levels of compulsory education, as well as higher and adult education. The Ministry is responsible for drawing up the curriculum guidelines for compulsory education.
Pre-primary education is the responsibility of the Ministry of Children and Family Affairs.
The 19 counties and 439 municipalities in Norway are responsible for providing upper secondary and primary and lower secondary schools respectively. Such responsibilities include overseeing pupil intakes; appointment of staff; budgeting; negotiating school curricular content following national guidelines and monitoring of educational standards.
The Norwegian government determines the objectives and establishes the framework for education. A common national standard is ensured by means of legislation and a national curriculum. In each county there is a national educational office, which carries out central government functions and acts as a body of appeal for decisions concerning individual pupils. In recent years a considerable amount of responsibility has been transferred from central to local government. The municipalities are responsible for the running and the administration of primary and lower secondary schools and the counties for upper secondary schools.
Since 1975, there has been no specific legislation regarding the field of special education. The Act on Primary and Lower Secondary Education makes each municipality responsible for providing education for all pupils who are residents in the municipality regardless of their abilities. All pupils are registered at their local school and all pupils have the right to receive instruction adapted to their individual abilities and aptitudes. The municipalities may organise special education inside or outside the mainstream school, but the main principle in Norwegian school policy is that pupils with SEN are to be included in the mainstream school. Special education should be provided in accordance with the principles of inclusion, participation and decentralisation. The Education Act also states that the municipalities must provide a pedagogical psychological service
