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FINLANDE

Article de périodique
SALOVIITA, Timo/SCHAFFUS, Tina

Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work

, PER EUR JOU
2016
European journal of special needs education, Vol.31, N°4, du 01/11/2016
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 to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers' attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d = 0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers' concerns should be addressed to promote inclusion in schools. [Résumé d'auteur]
ALLEMAGNE / COMPARAISON INTERNATIONALE / EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ENSEIGNANT / FINLANDE / MILIEU ORDINAIRE / PRATIQUE PROFESSIONNELLE / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES
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Mémoire
GALAN, Jésus-Antonio

Familles-collège : comment construire les bases d'une coéducation prenant en compte le projet d'orientation de l'élève de Segpa ?

, FDE3S GALAN J
2011
En s'appuyant sur les apports de la recherche et sur les témoignages des acteurs, cette étude propose des pistes d'action et de réflexion pour établir et construire une relation réciproque entre la famille, l'équipe enseignante de la Segpa et notamment son directeur adjoint autour du projet personnel d'orientation et pour le bénéfice de l'élève.
COLLABORATION / COOPERATION / DIFFICULTE SOCIALE / DIRECTEUR ADJOINT DE SECTION D ENSEIGNEMENT GENERAL ET PROFESSIONNEL ADAPTE / EQUIPE EDUCATIVE / ESTIME DE SOI / FINLANDE / FRANCE / ORIENTATION SCOLAIRE / PARTENARIAT / PROJET INDIVIDUEL DE FORMATION / PROJET PERSONNALISE D ORIENTATION / RELATION FAMILLE ECOLE / RELATION PARENT ENSEIGNANT / ROLE DES PARENTS / SEGPA
Niveau licence et master

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Article de périodique
HAKKARAINEN, Airi.M./HOLOPAINEN, Leena.K./SAVOLAINEN, Hannu

The impact of learning difficulties and socioemotional and behavioural problems on transition to postsecondary education or work life in Finland: a five-year follow-up study.

, PER EUR JOU
2016
European journal of special needs education, Vol.31, N°2, du 01/05/2016
Learning difficulties have been found to dilute the possibilities that young adults have in their educational carreers. 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 socioemotional and behavioural probelms (measured at age 16) on three educational situations at age 21 : delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N=597;304 females, 293 males) were one age cohort of ninth graders in genearal education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants' educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations : mathematical difficulties, more strongly than reading difficulties, caused to the students to attain lower levels of education, mathematical difficulties and socioemotional problems predicted a student ending in the NEET group and reading difficulties and behavioural problems predicted delayed graduation from upper secondary education.
DIFFICULTE D APPRENTISSAGE / ENSEIGNEMENT SUPERIEUR / FINLANDE / JEUNE ADULTE / TROUBLE DE L APPRENTISSAGE DE LA LECTURE / TROUBLE DE L APPRENTISSAGE EN MATHEMATIQUE
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Article de périodique
JAHNUKAINEN, Markku/ITKONEN, Tiina

Tiered intervention: history and trends in Finland and the United States

, PER EUR JOU
2016
European journal of special needs education, Vol.31, N°1, du 01/02/2016
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 definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications. [Résumé d'auteur]
ACCOMPAGNEMENT SCOLAIRE DE L ELEVE HANDICAPE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ELEVE HANDICAPE / ETATS UNIS / FINLANDE / INCLUSION SCOLAIRE / POLITIQUE DU HANDICAP
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Article de périodique
PESONEN, Henri/KONTU, Elina/SAARINEN, Minna/[et al.]

Conceptions associated with sense of belonging in different school placements for Finnish pupils with special education needs

, PER EUR JOU
2016
European journal of special needs education, Vol.31, N°1, du 01/02/2016
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 school. Qualitative phenomenographic analyses of interview transcripts revealed numerous conceptions regarding the pupils' SEBE in the different educational placements. The pupils had undergone numerous placements in which their SEBE had been jeopardised, as disturbing relationships with teachers and peers seemed to have affected the pupils' mental and physical well-being, resulting in disturbing behaviours in their earlier educational settings. Despite the various placements and issues of ableism, stigmatisation and exclusion, the pupils felt 'better' in their current, special, school with a positive climate. Furthermore, the findings of this study provided an initial exploration of the phenomenon, as well as shed light on the several limitations encountered. Hence, further exploration of school cultures and the role of teachers' values and beliefs is needed for a better understanding of how to create a school climate that supports SEBE for all pupils. [Résumé d'auteur]
BESOIN EDUCATIF PARTICULIER / BIEN ETRE / DIFFICULTE COMPORTEMENTALE / EXCLUSION SCOLAIRE / FINLANDE / STIGMATISATION
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Article de périodique
PLUMELLE, Bernadette

La formation initiale et continue des enseignants en Italie, en Finlande ou en Angleterre

2015
Les Cahiers de la Fonction publique, N°358, du 01/09/2015
Cet article fait le point sur le cas de la France qui, en 2013, a mis en place une réforme du recrutement et de la formation initiale des enseignants avec la création de masters professionnels et l'ouverture des Ecoles supérieures du professorat et de l'éducation (ESPE). L'auteur met en perspective la France par référence aux systèmes de formation de trois autres modèles européens.
ANGLETERRE / COMPARAISON INTERNATIONALE / ENSEIGNEMENT SUPERIEUR / ESPE / EUROPE / FINLANDE / FORMATION DES ENSEIGNANTS / FORMATION INITIALE DES PERSONNELS DE L EDUCATION / FORMATION PROFESSIONNELLE CONTINUE / ITALIE / PARCOURS DE FORMATION / REFORME / SYSTEME EDUCATIF / UNION EUROPEENNE / UNIVERSITE
Niveau licence et master

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Livre
AJUPID/ACCESS TO JUSTICE FOR PERSONS WITH INTELLECTUAL DISABILITIES (Paris, France)

Analyse comparée des systèmes juridiques concernant l'accès à la justice des personnes déficientes intellectuelles en Bulgarie, Finlande, France, Hongrie, Irlande = Comparison of legal systems in access to justice for persons with intellectual disabilities in the following countries: Bulgaria, Finland, France, Hungary, Ireland

, 371.98 (NUM) AJU A
Paris : Fegapei, 2015
http://www.ajupid.eu/fr/presentation-du-projet/259-francais/recherche
Issu du projet AJuPID, co-financé par l'Union européenne et coordonné par la Fegapei, ce rapport est le résultat d'une enquête conduite par les différents partenaires. Il met en évidence "l'interdépendance entre une politique et une législation de protection juridique d'une part, et l'accès à la justice pour les personnes ayant une déficience intellectuelle, d'autre part." Il montre également que "la mise en cause de la capacité juridique des personnes ayant une déficience intellectuelle, notamment par le biais de mesures de protection juridique, n'est pas sans effet sur l'accès à la justice de ces personnes, notamment dans un contexte où peu d'aménagements raisonnables sont disponibles".
Sont disponibles une synthèse du rapport en français et le texte intégral en anglais.
Document disponible en format numérique.
ACCES AU DROIT / BULGARIE / DEFICIENCE INTELLECTUELLE / DROIT DE LA PERSONNE HANDICAPEE / EUROPE / FINLANDE / FRANCE / HANDICAPE MENTAL / HONGRIE / IRLANDE / JUSTICE
Niveau licence et master

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Article de périodique
SUHONEN, Eira/NISLIN, Mari A./ALIJOKI, Alisa

Children's play behaviour and social communication in integrated special day-care groups

, PER EUR JOU
2015
European journal of special needs education, Vol.30, N°3, du 01/08/2015
The aim of this study was to investigate children's social communication abilities and play to reveal possible changes during a one year period in the context of Finnish early childhood special education. The data we collected during 2012–2013 consisted of assessments of play behaviour (Preschool Play Behavior Scale) and social communication (Assesment, Evaluation and Programming System for Infants and Children, AEPS) conducted by early childhood special education teachers. The participating children with (N = 89) and without (N = 124) special educational needs (SEN) were attending integrated special day care groups (N = 21) in the metropolitan area of Helsinki. The children's SEN was divided into three types: language disorders, self-regulation and severe disabilities. Differences were examined by analysis of variance, and relations between variables were tested using the structural equation model techniques. Our primary results demonstrated statistically significant differences between children with and without SEN in both social communication competence and social play (p < .01). Mainly, the children with severe disabilities seemed to fall behind in more social forms of play behaviour compared to other children with or without SEN. Interestingly, in children with severe disabilities, their social play declined even as their skills in social communication slightly increased. These results highlight the importance of play in early childhood special education and stress teachers' significant role in guiding and supporting play. [Résumé d'auteur]
BESOIN EDUCATIF PARTICULIER / COMMUNICATION SOCIALE / EDUCATION SPECIALISEE / ELEVE HANDICAPE / ENQUETE / EUROPE / FINLANDE / JEU
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Article de périodique
MONONEN, Riikka/AUNIO, Pirjo

A Mathematics intervention for low-performing Finnish second graders: findings from a pilot study

, PER EUR JOU
2014
European journal of special needs education, Vol.29, N°4, du 01/11/2014
Evidence-based practice is highly appreciated and demanded in the field of education, especially in relation to extra support provided for children struggling with learning. Currently, there is a lack of intervention studies in the area of mathematics. This study aimed to investigate the effects of a short mathematics intervention programme on second graders (Mage = 8 years, 2 months) with low performance in mathematics, in a quasi-experimental, intervention-control setting. A group of low-performing second graders (LOWi, n = 11) was taught twice a week for eight weeks on the mathematics topics of number word sequence skills, counting skills and conceptual place value knowledge. The intervention's effectiveness was examined by comparing the mathematics performance of the LOWi group to those of two groups consisting of low performing (LOWc, n = 13) and typically performing children (TYPc, n = 64), who followed their business-as-usual mathematics instruction. The LOWi group made significant improvements in mathematics but did not show significantly better gains, compared to the LOWc and TYPc groups, immediately and three months after the intervention. We discuss the implications for educational practice and intervention research.
ELEVE EN DIFFICULTE / ENSEIGNEMENT DES MATHEMATIQUES / ENSEIGNEMENT ELEMENTAIRE / FINLANDE / SOUTIEN SCOLAIRE / TROUBLE DE L APPRENTISSAGE EN MATHEMATIQUE
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Article de périodique
JAHNUKAINEN, Markku

Inclusion, integration, or what ? A comparative study of the school principals' perceptions of inclusive and special education in Finland and in Alberta, Canada

, PER DIS
2015
Disability and Society, Vol.30, N°1-2, du 01/01/2015
This study explores the perceptions of school principals in terms of organizing inclusive and special education in two well-performing, western school systems in Finland and in Alberta, Canada. The interview data reveal that, in spite of the inclusive rhetoric within education policy documents, most of the principals were still defining their current practices using the language of integration, and the educational decisions were often based on the more traditional idea of the least restrictive environment. The principals' views were surprisingly similar in both jurisdictions despite the different contextual and historical trends. [Résumé d'auteur]
CANADA / COMPARAISON INTERNATIONALE / EDUCATION SPECIALISEE / EUROPE / FINLANDE / HANDICAP / INCLUSION SCOLAIRE / REPRESENTATION DU HANDICAP
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