The concept of inclusive education for children with SEN have been widely accepted as imperative undertakings in the education field. This bookposits the practice of these ideas by analyzing the methods adopted by nations of the two regions towards inclusive education to enable a dialogue regarding the actualization of inclusivity.

PART 1Chapter 1 Understanding Inclusion and Inclusive Education for Students with Special Educational Needs —Ideals and RealityHanssen Natallia & Khitruk VeraChapter 2 Inclusion and Special Needs Education: a Theoretical Framework of an Overall Perspective of Inclusive Special EducationHausstätter Rune & Vik StinePART 2 Inclusion and Inclusive Education in North Europe Chapter 3Inclusive Education in Sweden: Policy, Politics, and PracticesBarow Thomas & Berhanu GirmaChapter 4 Special needs education and the inclusion process in Denmark. Conceptual and practical challenges at national and local levelsEgelund Niels & Dyssegaard CamillaChapter 5 Dialogues between Western and Eastern Europe on the development of inclusion: Theoretical and practical perspectivesGunnthorsdottir Hermina Chapter 6 In pursuit of the inclusive school – the case of FinlandStröm Kristina & Sundqvist ChristelChapter 7 A practical-theoretical perspective on the inclusive school in NorwayHarkestad Olsen MirjamPART 3: Inclusion and Inclusive Education in East EuropeChapter 8Teachers’ attitudes towards policy and practice of inclusion and inclusive education in RussiaKutepova Elena, Suntsova Aleksandra, Alekseeva Aleksandra, Hanssen Natallia & Harju-Luukkainen HeidiChapter 9 Gained experience and new perspectives in the field of inclusive education in BelarusGajdukevich Svetlana, Lemeh Elena, Khitruk Vera & Torhava AnnaChapter 10 Inclusive education in Ukraine - tension between policy and practiceMartynchuk Olena, Skrypnyk Tetiana, Sofiy Natalia & Hanssen NatalliaChapter 11 Development of special education in the Republic of Moldova: paradoxes as to inclusionKalinnikova Magnusson Liya & Rosenqvist Jeremias Chapter 12 Changes towards inclusion in the lithuanian education systemAlisauskiene Stefanija & Harju-Luukkainen Heidi PART 4 : Dialogues between North and East Europe Chapter 13Moving Towards Inclusive Schools: Teacher Collaboration as a Key Aspect of the Development of Inclusive PracticesSundqvist ChristelChapter 14 One Word – Different Understandings Inclusion and Inclusive Education in Eastern and Northern EuropeHanssen Natallia, Hansèn Sven-Erik & Ström Kristina

"Ensuring equal access to education for everyone regardless of gender, race, health status, place of residence, language of communication or other circumstances, is one of the most important indicators of the development of the nation’s consciousness, which is enshrined in the Constitution of Ukraine. Of course, inclusive education is not only architectural accessibility of educational institutions. First of all, it is the creation of an inclusive educational environment which primarily depends on the conceptual bases of the perception of each child and quality training of qualified teachers. That is why today it is important to study and apply the best practices in the organization of inclusive education. The book addresses issues that will help countries to improve mechanisms to implement inclusive education at the national level. I am confident that together we can build an inclusive educational environment in view of the today’s challenges."Note from Maryna Poroshenko The Head of Charitable Foundation of Poroshenko, UkraineThe First Lady of Ukraine and is the wife of the fifth Ukrainian President Petro Poroshenko (2014- 2019)"I consider this book to be informative and professionally valuable in many ways. On the one hand, several of the book's chapters provide good descriptions of the values ​​that are desired to be achieved with an inclusive school. On the other hand, this book gives many nuanced descriptions and illustrations of conditions in different countries, with possibilities and obstacles to implement inclusion in practice. These conditions reflect socio-cultural variations, economic and political differences, as well as varying special educational traditions. This content makes the book valuable as a contribution in comparative special education."Note from Edvard Befring, Ph.D., Professor Emeritus in Special Education, University of Oslo, Norway