1. Exploring Inclusive Practices. Examples from Schools within European Cultural Diversity Berit H. Johnsen

The new findings from that research show a development towards moving the main project target from finished building to achievement of the desired effects of owning

Olive (2014) points out that a solely emic perspective is impossible to achieve due to the inescapable subjectivity the researcher has acquired through past experience, ideas

Johnsen (Ed.), Research project preparation within education and special needs education (pp. 17–36/pp. 15–34 in print edition). Cappelen Damm Akademisk.. This is an anthology

As discussed in both the general project description (WB 04/06) and joint research plan, a main challenge – and vital element – of international com- parative educational

Study of interaction between regular and special needs education in the development of inclusive practices in school: The project advocates the need for cooperation between

In this study, the following frame factors with additional sub-factors are expected to be found: Legislation and policy – economy – professional quality – physical frame factors

The internal peer debriefing in the 8-step process of the joint research report’s compilation of Inclusive Practices (Johnsen et al., 2020) is possibly the most prominent exam- ple

35 “Development towards the Inclusive School: Practices – Research – Capacity Building”, which is a project with participation from 7 universities (Skopje, Belgrade,