Abstract
This study explored a specific feature of the inclusive education system in upper secondary education in Denmark. The main results through an analysis of the literature and interviews indicated that 1)there were two kinds of upper secondary schools(GYM, EUD). Furthermore, there were also preparatory basic education courses(FGU)for transition from lower to upper secondary school. Regarding pupils with special needs, the municipalities made an education plan
(individuel uddannelsesplan)individually as per the STU(særlig tilrettelagt ungdom suddannelse)law. 2)Since the government took responsibility for upper secondary education, relevant documents should be taken from the municipalities. Although education services in the upper secondary phases were provided by the STU law for pupils with severe special needs, there was also special support for pupils with mild special needs as per the SPS(specielpaedagogisk støtte). Therefore,3)theuppersecondaryeducation for pupils with severe educational needs was intended for social inclusion. Conversely, there was a higher likelihood of inclusive education for mild educational needs with the SPS services. 4)The right for three years of upper secondary education for pu- pils with special needs until the age of 25 was guaranteed by the STU law.
