On the Road to Inclusive Education: Supporting Diversity in Education by State-Financed, Large-Scale OER Platforms—The Example of User-Oriented Development of NDLA in Norway

Inclusive education and the associated consideration of the diverse needs of students from different social, economic, and cultural backgrounds and different talents and disabilities are a worldwide challenge. This article shows how by addressing different user groups, state-funded platforms for open educational resources (OER) can contribute to the implementation of inclusive education. This is done using the example of the Norwegian platform NDLA, which has been providing open educational resources for upper secondary education in Norway since 2006. This paper is based on 13 expert interviews conducted with NDLA staff, cooperation partners, and members of the opposing schoolbook publishers unio‎n in 2017. The presented results focus on the diversity of learners, teachers, and platform staff and how this diversity is addressed. ,e presented results focus on the diversity of learners, teachers, and platform staff and how this diversity is addressed to ensure the best possible outcomes in learning and teaching. Finally, country-specific aspects that can be addressed by an OER platform are highlighted. In summary, the transferability of the Norwegian experience to other countries is discussed.