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This article discusses the differences in special educational systems in Finland and Norway in relation to the PISA scores. By comparing the Finnish system with the Norwegian, we have found that the strong focus both on early intervention and on reading and writing in Finland have positive effects on this country's PISA results. The situation in Norway is different, where there is less use of early intervention and a markedly weaker emphasis on reading and writing within special education. Wedoi:10.1080/15017419.2010.507372 fatcat:ip755a42lnap3e45z66uiioivi