Common challenges – but different solutions
A network around special needs education rooted in practical experience has, over several decades, established exemplary channels of communication between Norway, Sweden and Finland. This is leading to improvements that benefit children and young people with special needs.
By Joan Rask, journalist
Working together takes us further – that’s more or less how researchers from Norway, Sweden and Finland put it when asked why the Gemensamma Vägar (Common Path) network is necessary. The network, rooted in the field of special needs education across the three countries, has existed for more than 25 years.
One of the founding members is Gerd Petterson, a senior lecturer at Umeå University in Sweden. Her entire career has been primarily focused on special needs education – through research, teaching, countless articles and several published books. Underpinning all of it is a consistent thread of Nordic collaboration, where Gemensamma Vägar has particular significance.
Partner in "Gemensamma Vägar"
Press photo.
- When we look at the pedagogical and learning foundation in schools across the three countries, we see the similarities. That’s what people often refer to as the Nordic school model. Through collaboration, we can support one another in better understanding our own systems, improving our practice – and ultimately developing our schools. That’s possible because the aim of practice-based research is to support school development. It’s a really important part of the work, says Gerd Petterson.
She points out that the strength of the network lies in dialogue flowing both ways at the level of university-based research – because it also includes headteachers from the municipal elementary schools, schoolteachers, teacher students, and in fact the state level in all three countries is also represented.
- Nordic collaboration is absolutely essential – especially in the times we live in now. A concrete example is remote teaching, aimed at children living in remote areas, which we started in Sweden and which our Norwegian colleagues later developed further in a larger project, she says.
Sparsely populated rural areas
Children and young people with special educational needs who live in sparsely populated areas risk being left behind because their teachers may lack the necessary expertise to provide the support they need. This is a common challenge across the region, says Terje Malin, head of department at STATPED, the Norwegian state agency for special needs education.
- What I find interesting is how differently we approach the problem. In Sweden and Finland, most students with special needs go to special schools and it is a voluntary option. It has been very valuable to see how it works in practice. In Norway, we do not have special schools as ordinary – but there are some special schools or special groups for certain groups of students with large complex needs in the largest cities, says Terje Malin.
In Norway, the basic principle is that all children have the right to attend school where they live – which means they remain part of the local community with their peers.
- If a school lacks the necessary expertise, they can apply for support from us at STATPED. That support can be provided online, but we also go out to observe the child and assist the school staff in planning the teaching,” he says.
He explains that there are relatively few areas of research and networks in Norway within the field of special needs education – which is exactly why participating in Gemensamma Vägar is so valuable.
- STATPED’s role in the network is to act as a collaborator and partner for dialogue. It’s the universities and schools that lead the network. We contribute our knowledge and research, and we also give our own presentations at the conferences organised by the network,” explains Terje Malin.
STATPED’s sister organisations in Sweden and Finland are also part of the network. The three national agencies share knowledge with one another and take turns sending representatives to the meetings.
- It’s exciting because we gain insight into what’s going on in the research communities. It gives us the opportunity to provide input and suggestions to the universities. For instance, it might be challenges faced by students, school refusal or other gaps we can see, he says.
As part of the Nordplus project Gemensamma Vägar 2.0, professionals from all three countries have been invited to a conference in Umeå in autumn 2025. In 2024, a conference was held in Mo in Rana. Both conferences were made possible through Nordplus funding.
At the Mo in Rana conference, Terje Malin was one of the speakers and also took part as a participant.
- It’s inspiring to hear presentations on a range of projects – both the successful ones and those that faced challenges. It paints an honest picture, and it’s also valuable to see how each country approaches special needs education. Even though our systems differ, we’re dealing with many of the same issues, he says.
Relationships carry the success
The same picture is described by Anna Kristina Ström, professor of special needs education at Åbo Akademi, Finland’s Swedish-speaking university. The university trains special needs teachers and special educators. She was also one of the people who helped establish the network more than 25 years ago.
Nordplus project "Gemensamma Vägar"
- One of my most recent projects, which actually emerged through Gemensamma Vägar, focuses on education in rural areas – so-called 'rural education', where I did research on digital instruction together with Gerd Pettersson, says Anna Kristina Ström.
She points to three key factors that have enabled this network to survive for so long.
- When you look at the collaboration we’ve had over the years, we’ve developed a number of strong models. First and foremost, the Gemensamma Vägar conference, which is actually quite unique because it brings together both researchers and practitioners – unlike most conferences, which tend to focus on either academics or professionals working at the sharp end, she says.
Anna Kristina Ström points out that, at its core, it’s also simply about human connection – about building relationships between universities and schools that are developing ideas together and testing out solutions in practice.
- If the formal network and the conferences hadn’t existed, some of these projects might never have happened. I’ve been involved in many projects that aren’t directly part of Gemensamma Vägar, but that clearly overlap with it. For example, the development of models for small rural schools (Glesbygdsskoler) and the foundation for the new teacher education programme in Norway, which, among other things, aims to better address the specific needs of teachers working in sparsely populated areas.
For both Anna Kristina Ström and Gerd Petterson, it is especially important these days to introduce younger researchers and educators to their peers in neighbouring countries.
- We’ve talked about turning it into a fully Nordic project – including Denmark and Iceland –and of course also Greenland. That would be really interesting. It’s the new generation who will shape the future, but I believe the foundation is so strong and well established that I truly hope – and believe – the network will continue.
Publications endorsed by the network
- Book release: Antologin "Praktiknära forskning och utvecklingsarbeten i Nordisk skolkontext" (Swedish)
- Antologi i nordiskt samarbete (Swedish)
Read the article in Nordic (Danish)
Coordination Institution
- Nord University, Bodø
Partner Institutions
- Umeå University, Department of Education, Sweden
- Åbo Akademi University, Vaasa, Finland
- STATPED, Norway
- Nesna Municipality, Norway
- Umeå Municipality