The integration of students with a migration biography into the national school and education systems is prioritized by several countries across the world (Bešić et al. 2020; Hilt 2017). However, such a drive for ensuring inclusive educational opportunities for all students varies from one school system to another. The interpretations of the conceptual meaning of inclusive education do not always correspond to the understanding of inclusion as equal access to high-quality education for each learner, regardless of their characteristics. This is especially true in the case of refugee students or those having a (forced) migration biography.

DOI: 10.5040/9781350282728.ch-004

ISBN: 9781350282704; 9781350282698