Collaboration for Inclusive Practices: Teaching Staff Perspectives from Finland

Paju, Birgit; Kajamaa, Anu; Pirttimaa, Raija; Kontu, Elina

doi:10.1080/00313831.2020.1869087

Cited by 32 publications

(29 citation statements)

References 51 publications

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“…The research implies that the development at the level of the system may not yet have fully reached the actors who work with students on a daily basis. There appears to be a gap between the intended changes regarding smoothing the practices around the support for students and the experiences of teachers [19,30,47,48]. It is evident that few reforms are carried out as intended, and most are affected by many factors, such as their design, the implementers' understanding and interpretation, as well as the organizational factors and institutional context [55].…”

Section: Discussionmentioning

confidence: 99%

“…It is evident that progress may never be stalled. The recent research [20,31,[44][45][46][47][48][49] has highlighted several issues related to the implementation of the Learning and Schooling Support schema (i.e., the three-tiered support scheme). The Finnish reforms that paid attention to SEN simultaneously emphasized preventive measures and pedagogical approaches in planning and arranging support, and aimed to decrease the number of students with SEN.…”

Section: Aftermath Of the Reformsmentioning

confidence: 99%

“…Teachers have brought out the need for change in pedagogical thinking and professional development around all these factors [19]. Moreover, teachers' experiences signal a struggle in forming mutual collaborative relations, and fixed roles as subject, class or special education teachers that hinder the flexibility in co-teaching situations in classrooms consisting of a diverse student population [48].…”

Section: Aftermath Of the Reformsmentioning

confidence: 99%

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The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland

2021

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In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education.

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Section: Discussionmentioning

confidence: 99%

Section: Aftermath Of the Reformsmentioning

confidence: 99%

Section: Aftermath Of the Reformsmentioning

confidence: 99%

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The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland

2021

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“…There are several examples in the literature that describe collaboration and networking in education (Azorín, 2021 ; Griffiths et al, 2021 ; Nguyen and Ng, 2020 ; Paju et al, 2021 ; Pino-Yancovic & Ahumada, 2020 ; Rincón-Gallardo et al, 2019 ; Sherer et al, 2020 ). Although we have argued at the beginning that collaboration has not developed fully enough in previous decades, the pulsar that emerged in the context of the pandemic heralds a new era.…”

Section: Navigating Towards Collaboration In Educationmentioning

confidence: 99%

Leading new, deeper forms of collaborative cultures: Questions and pathways

Abellán

Fullan²

2022

J Educ Change

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The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student learning, and new, deeper forms of collaboration that have long eluded those interested in system change. In this article we show how ‘spirit work’ and collaboration can combine to develop schools systems that are essential for coping with the new post-pandemic conditions facing humanity. We also identify spinoff opportunities arising from the pandemic, and a corresponding pressure that could generate more widespread system improvement designed to improve learning for all, including advances in both equity and excellence.

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“…In the practice of inclusive education, the emphasis is laid on planning for all, achievement assessment, active collaborative participation, and support accessible to all (Booth & Ainscow, 2002). Organisation of inclusive education for SEN learners gives sense to the links of general and special education elements (Florian, 2019;Paju, Kajamaa, Pirttimaa, & Kontu, 2021). In this way, the practice of differentiation and individualisation of the curriculum, its implementation (Griful-Freixenet et al, 2020;Padia & Traxler, 2020) and valuebased priorities of inclusive education acquire importance.…”

Section: Expression Of Inclusive Values In the Approach Of Individualised Inclusive Educationmentioning

confidence: 99%

Values Supporting the Sustainability of Inclusive Education in Different Practices

Galkienė

2021

SIE

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This article analyses how fundamental values underpin educational practices that have emerged in the development of society and create the preconditions for the sustainability of inclusive education. Through the analysis of the scholarly literature, the expression of inclusive values in the application of approaches to integrated, individualised inclusive education and Universal Design for Learning is analysed. It has been established that the effectiveness of inclusive education is substantiated in practices which are based on real existing inclusive values: equity, equality, communality and respect for diversity. Based on the results of the study, it is concluded that the sustainability of inclusive education coincides with the real existence of inclusive values in practice, equally applying to all students.

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Collaboration for Inclusive Practices: Teaching Staff Perspectives from Finland

Cited by 32 publications

References 51 publications

The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland

The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland

Leading new, deeper forms of collaborative cultures: Questions and pathways

Values Supporting the Sustainability of Inclusive Education in Different Practices

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