Countries all over the world have signed the Salamanca declaration (Unesco 1994) and inclusion has become a key phrase in relation to schooling. However, the organisation of school-based health care and multi professional cooperation varies widely according to structures of the national and regional school systems. It is expected that the overall welfare regimes (Esping-Andersen, 1990) influence the organisation of multi professional cooperation at school.

In this paper we will present some results from our international comparative study on multi professional cooperation in a teachers’ perspective. We have gathered materials and carried out focus interviews in Sweden, Germany and Japan. On the basis of these data we will discuss strategies and obstacles for inclusion. The analysis combines knowledge about structures and processes of multi professional cooperation. It builds on reviews of literature and statistics, which is guided by expert talks with researchers, principals and other persons responsible for school organisation. Teachers’ voices from the respective countries highlight what kind of support they receive if they have students with special needs.

By introducing observations from non-Nordic countries we hope to contribute some original topics to the discussion on inclusion, its obstacles and hopefully also some inspiring strategies. Although organisations differ substantially teachers seem to have also some common claims and see similar problems in the process of working with other professional groups in school.

This article is focused on Swedish folk high schools and study associations as organisational settings (and not explicitly at teaching efforts and educational activities). It concerns results from a research project about introducing and implementing information and communication technology (ICT) in these value based organisations. Our research has mainly been conducted through interviews with people engaged on different organisational levels. In this article empirical results are analysed in relation to actor-network theory (ANT). Human and non-human actors are linked together in a web of relationships referred to as an actor-network. Interaction among actors, contradictory roles of ICT and relations to essential values in these organisations are discussed.

I boken Organisationer, IT och lärande behandlas hur informations- och kommunikationsteknologiska innovationer förändrar organisationers arbete och organisering. Genom att tekniker integreras i organisationer och verksamheter och blir verktyg för styrning, produktion och kontroll, kommer miljöernas inre liv att delvis omgestaltas och arbetsprocesser och beslutsvägar blir annorlunda. Kapitlen i volymen innehåller bland annat analyser av hur organisationer som sjukhus, skola, näringsliv och institutioner för folkbildning påverkas av användning av informations- och kommunikationsteknologier för olika syften. Genom en ökad användning av nya tekniker (som till exempel elektroniska patientjournaler, intranät) omstruktureras verksamheten och de dagliga rutinerna inom företag, landsting och utbildningsorganisationer. Kapitlen visar både på de nya möjligheter, men också problem som kan relateras till en ökad användning av och tilltro till ny teknologi. Utöver dessa aspekter behandlas också frågor som rör genus och teknik.Redaktör Göran Larsson är docent i religionsvetenskap och är verksam vid institutionen för litteratur, idéhistoria och religion vid Göteborgs universitet. Larsson har varit forskare i det nationella forskningsprogrammet LearnIT mellan åren 2002 och 2008 och inom detta fält har han publicerat ett stort antal artiklar och böcker med inriktning mot religion och nya medier. I volymen ingår kapitel av forskare från Göteborgs universitet (Roger Säljö, Mona Nilsen, Dick Aurell, Peter Korp, Eva Andersson och Thomas Winman), Lunds universitet (Mats Heide) och Linköpings universitet (Inger Landström, Gunilla Jedeskog och Per Andersson). Författarna i volymen har olika bakgrund och är verksamma inom bland annat utbildningsvetenskap, företagsekonomi och media och kommunikationsvetenskap.Boken ingår i LearnIT-projektet  ett forskningsprojekt med syfte att ge stöd åt högskolor som vill bygga upp en egen forskningsprofil. Högskolorna är: Högskolan Väst (forskning kring lärande och IT i arbetslivet), Högskolan i Kristianstad (IT i lärarutbildningar), Högskolan i Borås (informations- och bibliotekskunskap). Huvudman för projektet är Göteborgs universitet.

The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no 'instrumental' problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. © 2007 Springer Science+Business Media, LLC.