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Räty, Lauri; Vehkakoski, Tanja; Pirttimaa, Raija – European Journal of Special Needs Education, 2019
The individual education plan (IEP) is an essential part of special education and is used widely in Western countries for documenting both the learning goals and support measures for children with special needs. This study focused on the documentation of support measures in the IEPs of Finnish students with intellectual disability (ID) (N = 21).…
Descriptors: Individualized Education Programs, Special Education, Special Needs Students, Intellectual Disability
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Karhu, Anne; Närhi, Vesa; Savolainen, Hannu – European Journal of Special Needs Education, 2019
Check In-Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem…
Descriptors: Foreign Countries, Behavior Problems, Behavior Modification, Program Effectiveness
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Rytioja, Marleene; Lappalainen, Kristiina; Savolainen, Hannu – European Journal of Special Needs Education, 2019
Many behavioural and emotional characteristics are associated with children's peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and…
Descriptors: Peer Acceptance, Rejection (Psychology), Peer Relationship, Elementary School Students
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Riitaoja, Anna-Leena; Helakorpi, Jenni; Holm, Gunilla – European Journal of Special Needs Education, 2019
Although Finnish basic education is based on inclusion, 37% of students receiving special support still study in either separate schools or separate classes in comprehensive schools. In this study we explore how policies of inclusion are implemented in a school with separated special educational needs (SEN) and general education (GE) classes. More…
Descriptors: Regular and Special Education Relationship, Inclusion, Secondary School Students, Foreign Countries
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Sundqvist, C.; Björk-Åman, C.; Ström, K. – European Journal of Special Needs Education, 2019
In 2010, new amendments regarding special education were made to the Finnish Basic Education Act (642/2010), and they were officially adopted in 2011. The three-tiered support system that was introduced can be considered the Finnish approach to moving education toward a more inclusive system since it emphasises all teachers' responsibility to…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Inclusion
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Holopainen, Leena K.; Kiuru, Noona H.; Mäkihonko, Minna K.; Lerkkanen, Marja-Kristiina – European Journal of Special Needs Education, 2018
Previous studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers…
Descriptors: Special Education, Foreign Countries, Reading Difficulties, Spelling
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Takala, Marjatta; Sume, Helena – European Journal of Special Needs Education, 2018
Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended…
Descriptors: Foreign Countries, Hearing Impairments, Inclusion, Elementary Education
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Lempinen, Sonia; Niemi, Anna-Maija – European Journal of Special Needs Education, 2018
Although freedom of parental school choice has expanded to the Finnish education system, the government has maintained the principle of neighbourhood school allocation. Moreover, the Finnish education system has recently undergone a reform of its special needs education; all pupils are entitled to receive support in three categories of general,…
Descriptors: Foreign Countries, School Choice, Neighborhood Schools, Social Class
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Engelbrecht, Petra; Savolainen, Hannu – European Journal of Special Needs Education, 2018
This research sought to develop an understanding of teachers' attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used…
Descriptors: Teacher Attitudes, Self Efficacy, Inclusion, Cross Cultural Studies
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Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo – European Journal of Special Needs Education, 2016
This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a…
Descriptors: Foreign Countries, Thinking Skills, Intervention, Low Achievement
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Hakkarainen, Airi M.; Holopainen, Leena K.; Savolainen, Hannu K. – European Journal of Special Needs Education, 2016
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…
Descriptors: Followup Studies, Learning Problems, Foreign Countries, Behavior Problems
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Jahnukainen, Markku; Itkonen, Tiina – European Journal of Special Needs Education, 2016
This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar…
Descriptors: Foreign Countries, Comparative Education, Educational Trends, Educational History
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Pesonen, Henri; Kontu, Elina; Saarinen, Minna; Pirttimaa, Raija – European Journal of Special Needs Education, 2016
The aim of this study was to examine conceptions associated with sense of belonging (SEBE) in Finnish general and special school placements for pupils with special education needs. Five pupils were selected for this study by means of purposive sampling. They had a history of several school placements prior to arriving at their current special…
Descriptors: Foreign Countries, Student Placement, Special Education, Group Membership
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Saloviita, Timo; Schaffus, Tina – European Journal of Special Needs Education, 2016
Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N = 298) and Brandenburg, Germany (N = 163), two educational systems in which the number of students transferred…
Descriptors: Teacher Attitudes, Inclusion, Special Needs Students, Teacher Surveys
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Ekstam, Ulrika; Linnanmäki, Karin; Aunio, Pirjo – European Journal of Special Needs Education, 2015
In 2011, there was a legislative reform regarding educational support in Finland, with a focus on early identification, differentiation and flexible arrangement of support using a multi-professional approach, the three-tier support model. The main aim of this study was to investigate what educational support practices are used with low-performing…
Descriptors: Academic Support Services, Mathematics Instruction, Low Achievement, Special Education Teachers
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