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List of contents
PART 1
Chapter 1
Understanding Inclusion and Inclusive Education for Students with Special Educational Needs —Ideals and Reality
Hanssen Natallia & Khitruk Vera
Chapter 2
Inclusion and Special Needs Education: a Theoretical Framework of an Overall Perspective of Inclusive Special Education
Hausstätter Rune & Vik Stine
PART 2 Inclusion and Inclusive Education in North Europe
Chapter 3
Inclusive Education in Sweden: Policy, Politics, and Practices
Barow Thomas & Berhanu Girma
Chapter 4
Special needs education and the inclusion process in Denmark. Conceptual and practical challenges at national and local levels
Egelund Niels & Dyssegaard Camilla
Chapter 5
Dialogues between Western and Eastern Europe on the development of inclusion: Theoretical and practical perspectives
Gunnthorsdottir Hermina
Chapter 6
In pursuit of the inclusive school – the case of Finland
Ström Kristina & Sundqvist Christel
Chapter 7
A practical-theoretical perspective on the inclusive school in Norway
Harkestad Olsen Mirjam
PART 3: Inclusion and Inclusive Education in East Europe
Chapter 8
Teachers’ attitudes towards policy and practice of inclusion and inclusive education in Russia
Kutepova Elena, Suntsova Aleksandra, Alekseeva Aleksandra, Hanssen Natallia & Harju-Luukkainen Heidi
Chapter 9
Gained experience and new perspectives in the field of inclusive education in Belarus
Gajdukevich Svetlana, Lemeh Elena, Khitruk Vera & Torhava Anna
Chapter 10
Inclusive education in Ukraine - tension between policy and practice
Martynchuk Olena, Skrypnyk Tetiana, Sofiy Natalia & Hanssen Natallia
Chapter 11
Development of special education in the Republic of Moldova: paradoxes as to inclusion
Kalinnikova Magnusson Liya & Rosenqvist Jeremias
Chapter 12
Changes towards inclusion in the lithuanian education system
Alisauskiene Stefanija & Harju-Luukkainen Heidi
PART 4 : Dialogues between North and East Europe
Chapter 13
Moving Towards Inclusive Schools: Teacher Collaboration as a Key Aspect of the Development of Inclusive Practices
Sundqvist Christel
Chapter 14
One Word – Different Understandings Inclusion and Inclusive Education in Eastern and Northern Europe
Hanssen Natallia, Hansèn Sven-Erik & Ström Kristina
About the author
Natallia Bahdanovich Hanssen is an Associate Professor of Special Needs Education at Nord University in Bodø, Norway. Natallia's research interests are currently linked to comparative studies, inclusion, special needs education, inclusive education, language difficulties, aesthetic and special needs education, bullying, psychosocial learning challenges and behavioral and relational impairments.
Sven-Erik Hansén is an Emeritus Professor of Education in the Faculty of Education and Welfare Studies at Åbo Akademi University, Finland, and was Professor II at the University of Oslo (2010–13), at Nord University (2018–20) Norway, and Docent at the University of Helsinki. His research areas include teacher education, teachers’ professional development, curriculum studies; and evaluations of teacher education, higher education institutions and of research project applications. He was President of NERA (Nordic Educational Research Association) from 2004-07.
Kristina Ström is Professor of Special Education at Åbo Akademi University, Finland. Her main research interests include the work and role of special education teachers, special education and special educational support in the school system, special education in rural areas and inclusive education. She has also a special interest in special and inclusive education in low income countries, especially in East Africa.
Summary
The concept of inclusive education for children with SEN have been widely accepted as imperative undertakings in the education field. This bookposits the practice of these ideas by analyzing the methods adopted by nations of the two regions towards inclusive education to enable a dialogue regarding the actualization of inclusivity.
