Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada

Abstract

This study explores the perceptions of school principals in terms of organizing inclusive and special education in two well-performing, western school systems in Finland and in Alberta, Canada. The interview data reveal that, in spite of the inclusive rhetoric within education policy documents, most of the principals were still defining their current practices using the language of integration, and the educational decisions were often based on the more traditional idea of the least restrictive environment. The principals’ views were surprisingly similar in both jurisdictions despite the different contextual and historical trends.

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