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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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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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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