Inclusive Education in Sweden: Policy, Politics, and Practice

Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners.