A student with physical disability in the classroom can be a challenge for teaching arrangements. How to pay attention to these students' special needs and what are the best ways of supporting their learning? This research aimed at obtaining information about special education teachers' and other team members' experiences of everyday work with education of students with severe physical disability. This research was set one main question: How to activate students with severe physical disability in the classroom? The research participants of this research were the team members (N=16) who took care of 120 students participating the remedial courses during this research. The team members were special education teachers, various therapists, and social workers, who all worked with students with severe physical disability. The best practices to support students' activity and learning were teachers' positive and trusting attitudes, special solutions created in various school subjects, and multiprofessional collaboration, which are introduced and described in detail in the article.

The objective of this study was to analyze the fulltime careers of 21 highly educated persons with a physical and/or sensory disability (PWD). We focused on factors in the early phases of the PWD's careers after graduation, as well as their work orientations within the information and communication technology (ICT) sector. Data were gathered using semistructured interviews. In this qualitative research, inductive content analysis was used. The study revealed the importance of two types of competence: the ability to create networks and technical expertise at the beginning of one's career. We also classified five work orientations: novice, technical, research, management, and entrepreneur. Difficulties related to disability or gender made no difference in these orientations.

Life in families with a child with a severe physical disability is filled with various demands and needs for extraordinary solutions. The purpose of this research was to investigate how parents describe their everyday life, coping, and solutions regarding parenting. The research question set for this study was "How do the parents of a child with severe physical disability describe their everyday life?" The research participants were the parents of 120 students with severe physical disability participating the remedial courses at Tervaväylä Special Education School in Oulu, Finland. Their parents described their everyday challenges and joys openly which are introduced as findings in this article. Parents' work, societal demands, and the child's special needs together are burdening and creating a daily structure that is functional requires time and effort from parents. Ability to be flexible and trust in positive development in the child and multi-professional collaboration are the keys to coping. In addition, parents emphasized the ability to find joy from small successes and steps in their child's progress.