This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.

中文翻译：

---

挪威有特殊教育需求的学生的全纳教育


本叙述性评论旨在介绍和讨论作为全纳教育背景的挪威学校系统。尽管有明确的政治意图，挪威缺乏包容性的共同定义，并且对通常为有特殊教育需要（SEN）的学生实施的包容性实践的质量以及此类实践的结果了解有限。这项研究表明，有特殊教育需要的学生往往在隔离环境中接受教育，教职人员缺乏教育能力。因此，未来的政策行动应优先制定通用术语和报告系统，其中包括有特殊教育需要的学生。由于挪威的特殊需要教育资源是根据主流教育缺乏令人满意的学习成果来分配的，并且常常导致隔离行动，因此需要更加关注学校社会、学习环境、教育实践和个人学习成果。需要进行更多研究来确定可以促进挪威学校学生高质量融入的做法。