Since its successful performance in the PISA studies, at the latest, the
Finnish education system has become the focus of public interest. In the
media coverage of recent years, the Finnish school system has often been
brought into play as a prime example of important educational policy
challenges. This is particularly true of the issue of inclusive
education. While few studies to date have seriously questioned the
Finnish "educational miracle", this book aims to provide an objective
account of the current situation in Finland. In doing so, it takes a
differentiated and critical look at inclusive schooling in Finland. In
order to achieve this, the inclusive school and classroom culture is
examined using qualitative research approaches in selected Finnish
schools. The building blocks of an inclusive school developed by Reich
(2014) are consulted as criteria for analysis. Based on the findings of
this study, it is finally examined and discussed what Germany (and other
countries) can learn from Finland with regard to the topic of inclusion.