Iceland Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.
 

View Country Report

2019/2020 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
6,617
6,325
12,942
1.1
17,046
16,267
33,313
1.2
6,983
6,609
13,592
1.3
M
M
M
1.2 All children/learners enrolled in any form of recognised education
6,374
6,093
12,467
2.1
16,807
16,025
32,832
2.2
6,906
6,516
13,422
2.3
M
M
M
1.3 All children/learners enrolled in mainstream (pre-)schools
6,374
6,093
12,467
3.1
16,725
15,990
32,715
3.2
6,874
6,503
13,377
3.3
M
M
M
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
5,207
5,475
10,682
4.1
16,539
15,947
32,486
4.2
6,732
6,437
13,169
4.3
M
M
M
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
1,167
618
1,785
5.1
186
43
229
5.2
142
66
208
5.3
M
M
M
1.4 All children/learners educated outside of mainstream (pre-)schools
M
M
M
M
M
M
M
M
M
M
M
M
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
NA
NA
NA
82
35
117
7.2
32
13
45
7.3
M
M
M
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
M
M
M
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
M
M
M
M
M
M
M
M
M
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
M
M
M
M
M
M
M
M
M
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
1,167
618
1,785
1.1
3,141
1,670
4,811
1.2
1,560
901
2,461
1.3
M
M
M
2.2 All children/learners with an official decision of SEN in any recognised form of education
1,167
618
1,785
2.1
3,141
1,670
4,811
2.2
1,560
901
2,461
2.3
M
M
M
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
1,167
618
1,785
3.1
3,059
1,635
4,694
3.2
1,528
888
2,416
3.3
M
M
M
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
2,873
1,592
4,465
4.2
1,386
822
2,208
4.3
M
M
M
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
M
M
M
186
43
229
5.2
142
66
208
5.3
M
M
M
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
NA
NA
NA
82
35
117
6.2
32
13
45
6.3
M
M
M
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
NA
NA
NA
82
35
117
7.2
32
13
45
7.3
M
M
M
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
M
M
M
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
M
M
M
M
M
M
M
M
M
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
M
M
NA
NA
NA
NA
NA
NA
M
M
M

Iceland - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

6–16

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3–5 6–12 13–15 16–19
Is private sector education covered by the data provided for the country?
No
Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

The Law on Pre-Primary, Compulsory (Primary and Lower-Secondary) and Upper-Secondary Education of 2008 and regulations outline the right to additional support for children/learners with special educational needs.

What educational assessment procedures are carried out and who is involved?

In Iceland, there are four specialised institutions that perform educational assessment:

  • Greiningar- og ráðgjafarstöð (State Diagnostic and Counselling Centre)
  • Þjónustu- og þekkingarmiðstöð (National Institute for the Blind, Visually Impaired and Deafblind)
  • Heyrnar- og talmeinastöð (National Hearing and Speech Institute of Iceland)
  • Barna og unglingageðdeild (National University Hospital of Iceland – Children’s Department: Child and Adolescent Psychiatric Department).

In addition, there are psychologists who perform clinical assessment.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The review process is not centralised in Iceland, but is done by experts as needed. This is at school level, municipality level and by the specialised institutions (i.e. State Diagnostic and Counselling Centre; National Institute for the Blind, Visually Impaired and Deafblind; National Hearing and Speech Institute of Iceland; National University Hospital of Iceland – Children’s Department: Child and Adolescent Psychiatric Department). A review is sometimes required after compulsory school, before entering upper-secondary school.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No

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