Mainstream teachers’ competence in inclusive special education: a study of Norwegian teachers’ self-reported professional knowledge

Recognising that teachers are tasked with implementing an inclusive educational policy, this study examines whether Norwegian mainstream teachers possess the professional knowledge required to support all students in inclusive classrooms. Using survey data from 3,603 teachers, working in 49 Norwegian municipalities, the study explores their self-reported formal education, continued education and practical experience across 22 topics, ranging from general educational principles and common learning difficulties to complex special educational needs, organised into three levels of support: general, intensified and special. The study reveals a widespread lack of formal education, with 53% of teachers reporting no formal education in any of the 22 topics, including general principles. Moreover, neither formal nor continued education consistently coincided with practical experience. Although many felt sufficiently competent, self-assessed competence increased with the number of topics in which teachers reported formal education. The findings underline the need to enhance inclusive special education in teacher training, foster collaboration among teachers with complementary competencies, and support professional development and institutional frameworks that enable teachers to apply their knowledge in practice.