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This systematic review aims to synthesise the empirical evidence on the inclusion of immigrant students with special educational needs in Nordic countries. We specifically examined (a) the approaches taken to improve inclusion; and (b) the challenges in the process. Using four databases, we conducted a comprehensive literature search of relevant peer-reviewed articles and book chapters, which resulted in 14 eligible studies in line with the a priori-defined inclusion criteria. Data were synthesised using thematic analysis. Eight themes emerged across the studies which were divided into two categories. We found that inclusion for immigrant students with SEN in the Nordic countries is related to the nature of its provision, and many paradoxes need to be systematically addressed in both research and practice. This review further emphasises the importance of taking action to bridge the gap between inclusive policies and their implementation. Additionally, we discovered a pressing need for collaboration between professionals and establishing effective communication with immigrant students and their families. This review contributes to the literature by increasing the understanding of how different educational, legal, and social systems have influenced the inclusive education of immigrant students with special educational needs in the Nordic countries.
Mohamad et al. (Thu,) studied this question.