Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive school development be supported? Might the Index for Inclusion be an answer? This material, first published in the UK in 2000, attempts to meet the challenges of developing more inclusive practices and the need to support schools' self-evaluation. In the article Norwegian experiences with the Index are compared with those of other countries.
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