The Norwegian elementary school - for everybody or for nobody? (Organisational integration in the Norwegian elementary school system?)

Using a questionnaire to parents (N=312) and teachers (N=306) of norwegian children with severe learning difficulties or intellectual disabilities in elementary school the data is analysed by linear regression and crosstabs. The findings indicate that there are comprehensive organisational segregation inside ordinary schools for these children. The variation of the organisational model is best explained by the child's age, behaviour and the number of children with similar disabilities at their school.