Country information for Norway - Assessment within inclusive education systems
A concrete assessment is used in individual cases to decide whether a child’s development requires special consideration or support.
In line with Chapter 5 of the Education Act, the decision is based on educational and psychological counselling and consultation with the learner and their parents.
Normally, the teacher(s) discovers a learner’s special needs and notifies the Educational and Psychological Counselling Service (PP-tjenesten, PPT). The local PPT is obliged to give a statement at the request of the learner or parents as well.
The PPT receives the referral or notification of concern. The PPT is obliged to speak with the parents and kindergarten or school together to find out what kind of help the learner needs. The PPT uses conversations, interviews, observations and testing to establish the most complete image possible of the learner’s aptitudes and needs. The examination takes place at the kindergarten or school, or at one of the PPT’s offices.
Expert assessment and recommendations
An expert assessment (a written report) is prepared based on the PPT’s examination. The assessment includes recommendations as to what the kindergarten or school can do to help the child or learner. The PPT provides the expert recommendations. The recommendations normally result in some form of special educational assistance for pre-primary children and special teaching arrangements for compulsory school learners. The PPT examines the nature of the need and makes proposals for remedying it.
Official decision of special needs education
The head teacher of the school or kindergarten makes the final decision on whether a learner is referred to special needs education. The decision can always be appealed.
An Individual Education Plan includes the learning goals and the content of the special education. It is an aid and tool for teachers.
The teacher and the PPT follow the learner’s development and make any necessary adjustments, including discontinuation of support.
All children in need of long-term co-ordination by health services have the right to an individual plan. The plan serves to ensure that the children receive co-ordinated and individually adjusted services. It also ensures interaction between service providers across disciplines, levels and sectors (Source: IECE – Norway Country Survey Questionnaire, p. 6).
Special schools cater for learners with severe and multiple disabilities. They enrol 3% of the learners with an official decision (Source: Financing of Inclusive Education, p. 37).
Last updated 05/02/2020