Atypical neuroleptic malignant syndrome in a geriatric palliative care patient: a case report and review of the literature.

The main idea behind the worldwide effort of inclusive education is that everyone should have the chance to have a quality education []. Every student's participation in education is the foundation of this commitment []. According to [] the issue is not that students do not have any unique needs, but rather that they do not have the resources that schools need to address them. This agenda is based on the idea of special educational needs (SEN), which puts the problem of students not being good enough in second place. In this study, 'special educational needs' (SEN) refers to students who have received a formal decision for special education support under the Norwegian Education Act §5–1. This includes students with diverse learning, behavioral, or physical needs requiring instructional adaptation beyond standard differentiation. We did not collect specific diagnostic information,the study relied on school-based classifications. Still, many individuals think of inclusion only in terms of physically putting students with SEN in regular courses (Smedsrud, Johansson, & Nordahl-Hansen), []. There has been no clear winner in the ongoing debate over the best way to arrange classrooms. According to [] there is no clear benefit to either segregated or inclusive placement in terms of social and emotional well-being or academic success. D' Elia, et al. (2025) found that students' performance is more affected by the quality of their connections and the assistance they get than by their placement. A lack of research on pedagogical techniques, classroom adjustments, and lesson plan customization has hindered the use of support [], []. Regional differences, sometimes based on the kind of disability [], further complicate placement choices, which may include either full inclusion in mainstream or special schools with separate programming. Because these children's perspectives aren't always considered, this variability raises problems about the compatibility of inclusive philosophy with severe specialized support []. Knowing how they feel about their own academic growth and identity is crucial. One of the best instances of a country whose inclusive values and practices are at odds with one another is Norway. According to a recent study by [] although being required by law, over two-thirds of high school students with special education needs are enrolled in smaller classes instead of mainstream ones. An indicator of a major implementation shortage is the very broad usage of distinct structures []. Upper secondary settings in Nordic nations have not been well studied. This research addresses a knowledge vacuum by highlighting the plight of Norwegian high school students with special educational needs (SEN) and the services these students get in the classroom. Importantly, this study captures students' perceptions of their learning environment, not objective measures of academic progress or social integration.