The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

Paloniemi, Annukka; Pulkkinen, Jonna; Kärnä, Eija; Björn, Piia Maria

doi:10.1080/00313831.2021.1983649

Cited by 18 publications

(8 citation statements)

References 45 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%

“…In addition, the support system reform seemed to change teachers' work. The reform increased the need for documentation and paperwork [30], which is probably most apparent to SEN teachers working within part-time special education who not only draft pedagogical documents, but also have consultative tasks related to these documents [47]. Moreover, along with the introduction of a new three-tiered support system, the Special Education Strategy [36] brought up every teacher's responsibility to teach heterogeneous groups of students.…”

Section: Aftermath Of the Reformsmentioning

confidence: 99%

“…Both the questions of responsibility for all learners and cooperation are related to the advancement of inclusiveness in education in the Strategy [23]. Actually, the work of special education teachers seems to be emphasized in Tiers 1 and 2 (i.e., early forms of support) after the support system reform, but their role in these tiers is not as clear as it is in Tier 3 [47]. Additionally, teachers in general seem to perceive that goals like those set in the Strategy would require more resources, such as adaptable learning environments, co-teaching, and more time for planning [20].…”

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%

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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“…Model pembelajaran ini akan mengakomodir kebutuhan pembelajaran ABK di sekolah inklusif (sebagai instructional effects) dan peningkatan keterampilan sosial (sebagai nurturant effects). Strategi yang biasa digunakan dalam pembelajaran berdiferensiasi, salah satunya adalah Station Rotation (Fulbeck et al, 2020) khususnya Tiered Task (Paloniemi et al, 2021).…”

Section: Pendahuluanunclassified

Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Marlina

Kusumastuti²,

Makmur³

et al. 2022

jpk. Jurnal. Pendidik. Khusus

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The government's declaration of quality education equality is evidenced in the implementation of inclusive education which is in line with the philosophy of education for all. One of the learning strategies that accommodate differences in student learning needs is differentiated learning, using the Station Rotation (SR) strategy with Tiered Task (TT). The problem is that not all-inclusive schools have implemented this strategy in learning. This article aims to prove the effectiveness of implementing the SR learning strategy with TT towards improving the social skills of students with special needs (SSN) in inclusive schools. This study used an experiment, with 17 teachers participating in four inclusive schools in West Sumatra which included subject and classroom teachers, 8 observers, and 85 SSN with various types of special needs. Data were collected by observation, documentation, and questionnaires. The results showed that there was a significant effect of the SR learning strategy with TT on improving general social skills, during learning, and in the classroom environment for special needs children in inclusive schools. This increase occurs because SR and TT emphasize the flexibility of SSN in choosing study groups, evaluation of learning based on SSN abilities, and can increase positive relationships and eliminate obstacles that SSN has.

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Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach

Pöysä,

Kiuru,

Muotka

et al. 2024

Eur J Psychol Educ

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The present study examined the profiles of parental perceptions of their child’s school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents’ stress about their child’s schooling, were examined. Parents (N = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children’s schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (n = 8198, 31.2%); (2) high-school-adjustment (n = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (n = 5025, 19.1%); (4) low-school-adjustment (n = 6777, 25.7%); and (5) mixed-school-adjustment (n = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child’s schooling was associated with their perceptions of their child’s school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents’ views of their children’s school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.

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The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

Cited by 18 publications

References 45 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

Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach

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