Inclusion at risk? Push- and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences

ABSTRACT

The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-education needs, but the phenomenon does not refer to these groups exclusively. Italy and Norway are among the European countries that first established inclusive school systems through laws that explicitly refer to what later was to become global inclusive education ideas. Both countries have a reputation for inclusive education and a history of addressing segregation of students with disabilities. However, in both countries, recent data have shown an increase in the removal of students with disabilities and other SEN from regular classrooms. Our aim is to describe and analyse these phenomena through national statistics and data from different independent research projects. Results indicate that, contrary to intentions, special-education-school-type solutions persist along with flexible adaptations within whole-class and group settings for all children.

KEYWORDS:

• Push out
• pull out
• school inclusion
• inclusive education
• Italy
• Norway

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kari Nes is a Professor of Education. She has been engaged in several national and international research projects in the field of inclusive education with a focus on teacher education and special education in inclusive school settings.

Heidrun Demo is a Researcher in Inclusive Education. She has worked in some research projects on inclusive teaching, inclusive school development and school system evaluation.

Dario Ianes is a Professor in Inclusive Education. He has led several national research projects with a focus on school system evaluation and inclusive development.

Notes

1. In the 2000s, compulsory schooling has been extended to 10 years.

2. The educational and psychological counselling service is responsible for the assessment. “The expert assessment shall consider and determine the following:

• the pupil’s learning outcome from the ordinary educational provisions

• learning difficulties the pupil has and other special conditions of importance to education

• realistic educational objectives for the pupil

• whether it is possible to provide help for the pupil’s difficulties within the ordinary educational provisions

• what kind of instruction it is appropriate to provide” https://www.regjeringen.no/contentassets/b3b9e92cce6742c39581b661a019e504/education-act-norway-with-amendments-entered-2014-2.pdf

3. European Credit Transfer and Accumulation System Credits ensures comparability in the standards of higher education in European Countries. In Italy 1 EC= 25 working hours for the student; in Norway 1 EC= 25–30 hours.

4. https://lovdata.no/dokument/SF/forskrift/2006-06-23-724/KAPITTEL_16#KAPITTEL_16

5. The percentage of primary and lower secondary students in private schools constitutes 3%, an increase from the about 2% of 10 years earlier (Norwegian Directorate for Education and Training 2014).

6. Paired sample t-test, t (188) = 7.0, p < .001.

7. The Nordic research project is called Learning Spaces for Inclusion and Social Justice. Success Stories from Immigrant Students and School Communities in Four Nordic Countries. The project is funded by Nordforsk and led by Hanna Ragnarsdottir, Iceland. http://skrif.hi.is/learningspaces/.

8. The function of special education (SPEED) is a national ongoing research project 2012–-2017, funded by the Norwegian Research Council and led by Peder Haug. Co-author of this article, Kari Nes, is one of the researchers (http://www.forskningsradet.no/prognett-praksisfou/Home_page/1224697992303).

9. Two-thirds of students with a statement of SEN are boys, nationally and in our project.