3 week
schools. Each of these is believed to be central for a best possible academic and social adaptation in school and life.
REFERENCES
Arnesen, A., & Ogden, T. (2006). Skoleomfattende kartlegging av problematferd (eng: School-
wide assessment of problem behavior). Spesialpedagogikk, 2, 18�29. Arnesen, A., Ogden, T., & Sørlie, M-A. (2006). Positiv atferd og støttende læringsmiljø
i skolen (eng: Positive behavior and supportive learning environments in school). Oslo:
Universitetsforlaget.
Augimeri, L. K., Farrington, D. P., Koegl, C. J., & Day, D. M. (2007). The SNAP under
12 outreach project: Effects of a community based program for children with conduct
problems. Journal of Child and Family Studies, 16, 799�807. Beeland, K. (1991). Second step. Seattle,WA: Committee for Children.
Befring, E., & Sæbø, J. (1993). Spesialpedagogiske forskningsoppgaver (eng. Special educational
tasks). Report, Oslo: The Norwegian Research Council, University of Oslo, Institute of
Special Education.
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of
school-wide positive behavioral interventions and supports (PBIS) on the organiza-
tional health of elementary schools. School Psychology Quarterly, 23, 462�473. Clark, J. P., & Alvarez, M. E. (Eds.). (2010). Response to intervention. A guide for school social
workers. Oxford: Oxford University Press.
Dalen, M. (2006). “Så langt det er mulig og faglig forsvarlig …” Inkludering av elever med
spesielle behov i grunnskolen. (eng. Inclusion of students with special needs in the
elementary school). Oslo: Gyldendal Akademisk.
Dalen, M., & Ogden, T. (2008). Spesialpedagogikk og spesialpedagogiske tiltak. Historikk,
lover, læreplaner og organisering. [Special education and special educational inter-
ventions. History, laws, curriculum and organization]. In A-L. Rygvold, & T. Ogden
(Eds.), Innføring i spesialpedagogikk (pp. 383�414). [Introduction to special education.] Oslo: Gyldendal Akademisk.
Danmarks Evalueringsinstitut. (2011). Indsatser for inklusion i folkeskolen. Rapport.
København: Danmarks Evalueringsinstitut.
Durlak, J. A., Weissberg, R. P., Schellinger, K. B., Dymnicki, A. B., & Taylor, R. D. (2011).
The impact of enhancing students’ social and emotional learning: A meta-analysis of
school-based universal interventions. Child Development, 82, 405�432. Dyssegaard, C. B., Larsen, M. S., & Tiftikci, N. (2012). Effekt og pædagogisk indsats ved inlu-
sion av børn med særlige behov i grundskolen. Forskningskortlegning (eng. Effect and
educational intervention in inclusion of special needs children in the elementary school.
Research review). København: Dansk Clearinghouse for Uddannelsesforskning,
Aarhus universitet.
Dyssegaard, C. B., Larsen, M. S., & Tiftikci, N. (2013). Effekt og pædagogisk indsats ved
inlusion av børn med særlige behov i grundskolen. (eng. Effect and educational interven-
tion in inclusion of special needs children in the elementary school). Review. Report no.
13, København: Dansk Clearinghouse for Uddannelsesforskning IUP, Aarhus
universitet.
235Special Needs Education in Norway
Landrum, T. J., Cook, B. G., & Tankersley, M. G. (Eds.). (2014). Special education past, present, and future : Perspectives from the field. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ashford-ebooks on 2020-08-14 06:39:04.
C o p yr
ig h t ©
2 0 1 4 . E
m e ra
ld P
u b lis
h in
g L
im ite
d . A
ll ri g h ts
r e se
rv e d .
Emanuelson, I., Persson, B., & Rosenqvist, J. (2001). Forskning inom det specialpedagogiske
området � en kunskapsöversikt. (eng. Research within the special educational field � A review). Stockholm: Skolverket.
Golly, A., Sprague, J., Walker, H., Beard, K., & Gorham, G. (2000). The first step to success
program: An analysis of outcomes with identical twins across multiple baselines.
Behavioral Disorders, 25, 170�182. Good, T. L., & Brophy, J. E. (2008). Looking in classrooms (10th ed.). Boston, MA: Pearson.
Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate
inclusion for students with learning and behaviour problems. European Journal of
Special Needs Education, 28, 254�269. Gustafsson, J.-E., Allodi, M. W., Alin Åkerman, B., Eriksson, C., Eriksson, L., Fischbein, S., …
Persson, R. S. (2010). School learning and mental health. A systematic review. Report.
Stockholm: The health committee, The Royal Swedish Academy of Sciences.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners. An introduction to special
education. New York, NY: Pearson.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement.
London: Routledge.
Haug, P. (Ed.). (1995). Spesialpedagogiske utfordringer. (eng: Challenges to special education).
Oslo: Universitetsforlaget.
Haug, P. (1998). Norwegian special education: development and status. In P. Haug, &
J. Tøssebro (Eds.), Theoretical perspectives on special education (pp. 15�42). Kristiansand: Norwegian Academic Press (Høyskoleforlaget).
Haug, P., & Tøssebro, J. (1998). Theoretical perspectives on special education. Kristiansand:
Norwegian Academic Press. (Høyskoleforlaget).
Hausstätter, R. S., & Takala, M. (2011). Can special education make a difference? Exploring
the differences of special educational systems between Finland and Norway in relation
to the PISA results. Scandinavian Journal of Disability Research, 13, 271�281. Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B.
(2004). The school-wide evaluation tool (SET). A research instrument for assessing school-
wide positive behaviour support. Journal of Positive Behavior Interventions, 1, 3�12. Humphrey, N., Lendrum, A., & Wigelsworth, M. (2013). Making the most out of school-based
prevention: Lessons from the social and emotional aspects of learning (SEAL)
programme. Emotional and Behavioural Difficulties, 18, 248�260. Innstilling om lovregler for spesialundervisning mm. (1971). The Blom Committee. Oslo:
Ministry of Church and Education.
Jahnsen, H., Nergaard, S. E., & Flaatten, S. V. (2007). I randsonen: Forekomst og organisering
av smågruppetiltak for elever på ungdomstrinnet som viser problematferd og lav skolemo-
tivasjon. Report, Porsgrunn: Lillegården kompetansesenter.
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools, from
programs to strategies. Social Policy Report, 26, 3�22. Kirjavainen, T., & Pulkkinen, J. (2013). National trends and equality of special education in
Finnish compulsory schools 2001�2010. Presentation at the ECER 2013 conference in Istanbul.
Kvalsund, R. (2004). Inclusion � in disabling schools. Research from the national evaluation of the 1994 reform of upper secondary education in Norway. Scandinavian Journal of
Disability Research, 6, 151�181.
236 TERJE OGDEN
Landrum, T. J., Cook, B. G., & Tankersley, M. G. (Eds.). (2014). Special education past, present, and future : Perspectives from the field. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ashford-ebooks on 2020-08-14 06:39:04.
C o p yr
ig h t ©
2 0 1 4 . E
m e ra
ld P
u b lis
h in
g L
im ite
d . A
ll ri g h ts
r e se
rv e d .
Kvalsund, R., & Bele, I. V. (2010). Students with special educational needs � social inclusion or marginalisation? Factors of risk and resilience in the transition between school and
early adult life. Scandinavian Journal of Educational Research, 54, 15�35. Markussen, E. (2002). Særskilt tilrettelagt opplæring i videregående � hjelper det? Om
segregering, inkludering og kompetanseoppnåelse i det første R-94 kullet. Oslo, Fafo
rapport nr. 341.
Markussen, E., Brandt, S., & Hatlevik, I. (2003). Høy pedagogisk bevissthet og tett oppfølging.
Oslo, NIFU report 5/2003.
Markussen, E., Frøseth, M. W., & Grøgaard, J. B. (2009). Inkludert eller segregert? Om
spesialundervisning i videregående opplæring like etter innføringen av Kunnskapsløftet.
Oslo, NIFU STEP rapport 17/2009.
Mitchell, D. (2008). What really works in special and inclusive education. Using evidence-based
teaching strategies. London: Routledge.
Official Norwegian Report. (NOU 1995:18). Ny lovgivning om opplæring. «… og forøvrig kan man gjøre som man vil». Oslo, Kirke-, utdannings- og forskningsdepartementet.
Official Norwegian Report. (NOU 2009:18). Rett til læring. Kunnskapsdepartementet
(Midtlyngutvalget).
Official Norwegian Report. (2009:18). The right to learn (The Midtlyng Committee). Oslo:
Ministry of Education and Research.
Ogden, T., Sørlie, M-A., & Amlund-Hagen, K. (2007). Building strength through enhancing
social competence in immigrant students in primary school. A pilot study. Journal of
Emotional and Behavioural Difficulties, 12, 105�117. Ogden, T., Sørlie, M-A., Arnesen, A., & Meek-Hansen, W. (2012). The PALS school-wide
positive behaviour support model in Norwegian primary schools � implementation and evaluation. In J. Visser, H. Daniels, & T. Cole (Eds.), Transforming troubled lives:
Strategies and interventions for children with social, emotional and behavioural difficulties
(Vol. 2, pp. 39�55). International Perspectives on Inclusive Education. Oxford: Emerald Group Publishing Limited.
Schiøll, S. (1991). Aktuelle “B” timemomenter. Skolepsykologi, nr. 1.
Solli, K. A. (2004). Kunnskapsstatus for spesialundervisningen i Norge (eng. Knowledge status of
special education in Norway). Rapport. Oslo: Utdanningsdirektoratet.
Sørlie, M-A., & Ogden, T. (2007). Immediate impacts of PALS: A school-wide multilevel
programme targeting behavior problems in elementary school. Scandinavian Journal of
Educational Research, 51, 471�492. Sørlie, M-A., & Ogden, T. (unpublished). School-wide positive learning support and inclusive
education. Draft, Norwegian Center for Child Behavioral Development.
Sprague, J., & Walker, H. M. (2005). Safe and healthy schools: Practical prevention strategies.
New York, NY: Guilford Publications.
Stangvik, G. (1995). Spesialpedagogikken mellom ideologi, politikk og samfunn. [Special
education between ideology, politics and society]. In P. Haug (Ed.), Spesialpedagogiske
utfordringer (pp. 27�51). [Challenges of special education.] Oslo: Universitetsforlaget. Stangvik, G. (1998). A critical-theoretical analysis of a reform project in special education.
In P. Haug, & J. Tøssebro (Eds.), Theoretical perspectives on special education
(pp. 145�164). Kristiansand: Norwegian Academic Press. Sugai, G., Horner, R. H., & Todd, A. W. (2000). Effective behavior support (EBS): Self-
assessment survey. Eugene, OR: University of Oregon.
237Special Needs Education in Norway
Landrum, T. J., Cook, B. G., & Tankersley, M. G. (Eds.). (2014). Special education past, present, and future : Perspectives from the field. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ashford-ebooks on 2020-08-14 06:39:04.
C o p yr
ig h t ©
2 0 1 4 . E
m e ra
ld P
u b lis
h in
g L
im ite
d . A
ll ri g h ts
r e se
rv e d .
Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of targeted
intervention to reduce problem behaviours. Elementary school implementation of check
in-check-out. Journal of Positive Behaviour Interventions, 10, 46�55. UNESCO. (1994). The salamanca statement and framework for action on special needs educa-
tion. Paris: UNESCO.
Utdanning (eng. Education). (No. 15, 2012). Retrieved from http://utdanningsnytt.no/4/
Meny-B/Grunnskole/De-nye-spesialskolene/Elevene-som-forsvant/. Accessed on
November, 2013.
Vislie, L. (2003). From integration to inclusion: Focusing global trends and changes in the wes-
tern European societies. European Journal of Special Needs Education, 18, 17�35. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., … Kaufman,
M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among
school-age children and youth. Journal of Emotional and Behavioral Disorders, 4,
194�209. Walker, H. M., & Severson, H. H. (2002). Developmental prevention of at-risk outcomes
for vulnerable antisocial children and youth. In K. L. Lane, F. M. Gresham, &
T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and
behavioral disorders (pp. 177�194). Boston, MA: Ally & Bacon. Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools:
What does the evidence say? Health Promotion International, 26, i29�i69. White paper No. 16. (2006�2007). «… og ingen sto igjen». Tidlig innsats for livslang læring.
(eng. Early interventions for lifelong learning). Report to the Storting, Oslo: The
Ministry of Education and Research.
White paper No. 18. (2010�2011). Learning together. Report to the Storting, summary. Oslo: Ministry of Education and Research.
White paper No. 30. (2003�2004). Kultur for læring. Report to the Storting, Oslo: Ministry of Education and Research.
White paper No. 41. (2008�2009). Quality in early childhood education. Report to the Storting, Oslo: Ministry of Education and Research.
238 TERJE OGDEN
Landrum, T. J., Cook, B. G., & Tankersley, M. G. (Eds.). (2014). Special education past, present, and future : Perspectives from the field. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ashford-ebooks on 2020-08-14 06:39:04.
C o p yr
ig h t ©
2 0 1 4 . E
m e ra
ld P
u b lis
h in
g L
im ite
d . A
ll ri g h ts
r e se
rv e d .