1.

Part 1

a) World conference in Salamanca
b) Inclusive classrooms

2.

Part 2

a) Norway and inclusive education
b) Research methods
c) Observation
d) Interview
e) Comparative method
f) Research
g) All in mainstream
h) Challanges
i) Enviroment in Czech schools

3.	Conclusion

4.	Bibliography

"PART 2
NORWAY AND INCLUSIVE EDUCATION
Norway is a country, where a big emphasis is given on education. National Action Plan for Norway (NAP) in accordance with the World Education Forum Declaration (2000, p. 3) says that education has been identified as the top priority for Norwegian Foreign Aid and Development (NFAD). Education constitutes 15 percent of NFAD funding. The Government is concentrating its efforts on increasing the quality of educational provision in general, and especially in giving minorities and those with disabilities access to good quality educational provisions at all levels (NAP, 2000, p. 2). In the National Curriculum for 10-years Compulsory Schooling (1996, p.56) it is written, that every child receives – at least in principle – the same education in the same subjects. Norway has a non-segregating school system, where are students with special needs integrated into mainstream schools, but in principle, every child has individual needs. Norway is country with inclusive education.
RESEARCH METHODS
I had been visiting Norwegian primary school in Stavanger –Madlavoll primary school (with special unit for students with difficulties) where I used some research methods to prove whether the inclusive education is or is not provided in this school.
OBSERVATION
As research methods I applied observation, a method of gathering data through visual observations. In structured observation, the researcher determines what will be observed and typically uses a standardized checklist; and in unstructured observation, the researcher uses direct observation with no preconceived ideas of what will be seen.
I used structured observation (but without checklist) and aimed my attention at the architecture of school buildings (whether the architecture provides an enabling environment for all students) and whether or not all students attend “regular” classes. I used unstructured observation for recording behaviors of students.
INTERVIEW
The other method was an interview, a method of data collection involving an interviewer asking questions of a respondent. The interviewer in a structured interview uses a schedule with prepared questions, but in unstructured interview, the researcher asks open-ended questions without a strictly predetermined plan."