Purpose: This viewpoint article examines how Sámi children are supported within the Norwegian education system. While Article 2 and Article 30 in the United Nations Convention on the Rights of the Child affirm Indigenous children's rights to language and culture, the question remains: What is required to ensure that the rights of Sámi children with speech, language, and communication needs are fully upheld in practice? This article explores whether current policies and practices ensure inclusion and cultural recognition for this group.
Method: Using a viewpoint approach, this article critically reflects on national policy documents and existing research on Sámi education, with a focus on children with speech, language, and communication needs.
Results: Norway has established strong legal and policy frameworks to support Sámi language and culture in education. Despite this, significant barriers remain in practice to fully reflect both individual and cultural identities for Sámi children, posing particular challenges for those with speech, language, and communication needs.
Conclusions: Sámi perspectives are limited in special education, and mechanisms for including these children's voices in planning and research are underdeveloped. Tailored, culturally responsive approaches are needed, along with further research and stronger Indigenous involvement in special education.