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FINLANDE

Article de périodique, Quotation : PER EUR JOU
EKLUND, Gunilla/SUDQVIST, Christel/LINDELL, MAtilda/TOPPINEN, Heidi

A study of Finnish primary school teachers' experiences of their role and competences by implementing the three-tiered support

2021
European journal of special needs education, Vol.36, N°5, 01/12/2021, p. 729-742
This study aimed to investigate Finnish primary school teachers' experiences of the three-tiered support system, which was launched in 2010–2011 with the goal of promoting the inclusive approach in Finnish compulsory school. Data were collected through semi-structured interviews with eight teachers in Finland, and the analysis was based on a thematic analytical approach. Results show that the teachers experienced having a central role in providing continuous support to pupils with different learning disabilities within the support system. Generally, they had a positive assessment of the system, which they saw as a natural part of their regular job. Nevertheless, they expressed facing challenges, such as the extended documentation and too little time for supporting all pupils in the class. The support from colleagues (i.e. special education teachers) was seen as very important, although their experience of consultation time was limited. Regarding the teachers' competences in handling the system, it was evident they had developed relevant skills by collaborating with the special education teacher and by being active themselves. Despite the challenges, the results show that Finnish primary teachers experienced the support system as a possible and practicable way of supporting pupils with learning disabilities.
COLLABORATION / EDUCATION INCLUSIVE / ENSEIGNANT / ENSEIGNEMENT ELEMENTAIRE / FINLANDE / SOUTIEN A L ENSEIGNANT / TROUBLE DE L APPRENTISSAGE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
SUNDQVIST, Christel/MARI HANNAS, Bjorg

Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway

2021
European journal of special needs education, Vol.36, N°5, 01/12/2021, p. 686-699
This article explores two aspects of special needs education (SNE) for pupils in compulsory schools in Finland and Norway, who according to official procedures, have been granted SNE. The two aspects are educational settings for the implementation of SNE and formal competence among those who implement the SNE to which the pupils have a right. The results are based on explorative studies of official laws and regulations, available statistical data and earlier research from both countries. The results indicate that a majority of the target pupil group in Finland receive their SNE, whether full or part time, in a special class, whereas in Norway, most of these pupils receive part-time SNE, provided in regular classes or smaller groups in mainstream school. Furthermore, the results indicate that in Finland, highly qualified special education teachers are frequently engaged in the implementation of SNE, while in Norway, teacher assistants – guided by a general teacher – often seem to have greater responsibility for implementing SNE. To conclude, a redirection of SNE in both countries is needed towards working methods that are more inclusive. In Finland, educational settings need a stronger focus, and in Norway, there is a need to invest more in teachers' competence in SNE. [Résumé d'auteur]
EDUCATION INCLUSIVE / ENSEIGNANT SPECIALISE / ENSEIGNEMENT SPECIALISE / FINLANDE / NORVEGE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
PESONEN, Henri V./WALTZ, Mitzi/FABRI, Marc/LAHDELMA, Minja/SYURINA, Elena V.

Students and graduates with autism: perceptions of support when preparing for transition from university to work

2021
European journal of special needs education, Vol.36, N°4, 01/10/2021, p. 531-546
Les auteurs ont enquêté sur la façon dont les étudiants et diplômés autistes perçoivent le soutien à l'emploi qu'ils ont reçu lors de la préparation de la transition université-travail. Ils ont pour cela mené des entretiens semi-structurés avec 30 étudiants universitaires et diplômés autistes de Finlande, de France, des Pays-Bas et du Royaume-Uni puis analysé les données à l'aide d'une approche d'analyse de contenu inductive. Les résultats indiquent que les soutiens axés sur la carrière et les stages en entreprise ont effectivement facilité la préparation à l'emploi, et que la bienveillance des universitaires engagés et attentionnés, ainsi que des membres de la famille, est également perçue comme un soutien. Ils révèlent en outre une aspiration à l'individualisation du soutien, ainsi qu'à une plus grande sensibilisation et compréhension.
AIDE A L INSERTION PROFESSIONNELLE DES PERSONNES HANDICAPEES / AUTISTE / ETUDIANT / FINLANDE / SENSIBILISATION AU HANDICAP / TRANSITION ECOLE TRAVAIL
Niveau recherche

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Article de périodique, Quotation : PER DIS
TARVAINEN, Merja

Loneliness in life stories by people with disabilities

2021
Disability and Society, Vol.36, N°6, 01/07/2021, p. 864-882
This study investigates loneliness in life stories by people with disabilities. By approaching loneliness from a relational perspective, this study attempts to illustrate how loneliness and disability are intertwined in the life course. The research question was as follows: How do people with disabilities understand loneliness in their life stories? Life story data 'Life of Disabled Persons in Finland 2013–2014' was analysed with a narrative life course approach. Loneliness was narrated in accordance with normative life course expectations. People with disabilities narrated loneliness as unbelonging in childhood, disjointed youth and disaffiliation to normative institutions in adulthood. This study suggests that relation between loneliness and disability concern the conditions of inclusion that is the conditions of living and telling. [Résumé d'auteur]
EXCLUSION SOCIALE / FINLANDE / HANDICAP / INCLUSION SOCIALE / ISOLEMENT SOCIAL / NARRATION / PERSONNE HANDICAPEE / RECIT DE VIE / SOLITUDE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
HERAJARVI, Nina U./LESKINEN, Markku O./JOKINEN, Kimmo J./ARVIO, Maria A.

Predictors of completion of upper secondary education of young adults with severe physical and multiple disabilities in Finland

2020
European journal of special needs education, Vol.35, N°3, 01/08/2020, p. 318-332
Prior studies have shown that young adults with severe physical and multiple disabilities are less likely to complete upper secondary education. This study aimed to identify whether these students' type of multiple disability, gender, location and literacy skills were associated with completion of upper secondary education. The participants were 74 young adults with severe physical disabilities (aged 19–22, M age = 20.2, SD = 1.16), of whom 39 (52.70%) had multiple disabilities. The data was gathered via the healthcare professionals' instrument, Severely Disabled Youth's Life Situation and Functioning of Service Systems in Finland. The results of chi-squared tests of independence indicated that having severe physical disability (other than cerebral palsy) with intellectual disability, location, and literacy skills were associated with completion of upper secondary education. The binary logistic regression showed that urban location and moderate or good literacy skills predicted completion of upper secondary education. [Résumé d'auteur]
COMPETENCE / ECRITURE / ELEVE HANDICAPE / ENSEIGNEMENT SECONDAIRE / FINLANDE / HANDICAPE MOTEUR / LECTURE
Niveau recherche

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Article de périodique, Quotation : PER DIS
NIEMI, Anna-Maija/LAAKSONEN, Linda Maria

Discourses on educational support in the context of general upper secondary education

2020
Disability and Society, Vol.35, N°3-4, 01/04/2020, p. 460-478
After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve 'academically orientated' students, and these schools do not necessarily have established support practices. In this article, we examine how the needs of support are discussed in general upper secondary education, and what kinds of meanings they get in a school's everyday practices. The article is based on an ethnographic study of educational support, study counselling and societal inclusion. Our analysis highlights the school's study culture as strongly academic, where diverse support practices are not part of the picture. The current resources shape support as an individual and separate addition to general teaching, even though, according to education policy aims, support should be communal and inclusive. [Résumé d'auteur]
DISCOURS / EDUCATION SPECIALISEE / ENSEIGNEMENT SECONDAIRE / ETHNOGRAPHIE / FINLANDE / RESPONSABILITE / SOUTIEN PEDAGOGIQUE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
GIBBS, Simon/BECKMANN, Jens F./ELLIOT, Julian/[et al.]

What's in a name: the effect of category labels on teachers' beliefs

2020
European journal of special needs education, Vol.35, N°1, 01/01/2020, p. 115-127
http://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1652441?journalCode=rejs20
In this paper, we report an investigation of the possible influence on teachers' essentialist thinking and efficacy beliefs of category labels used to describe children's educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either 'ADHD' or 'Dyslexia'; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers' efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK.[Résumé d'auteur]
DYSLEXIE / EFFICACITE / FINLANDE / REPRESENTATION DU HANDICAP / ROYAUME UNI / TROUBLE DEFICIT DE L ATTENTION HYPERACTIVITE / TROUBLE DE L APPRENTISSAGE DE LA LECTURE / TROUBLE DU COMPORTEMENT
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
MOBERG, Sakari/MUTA, Etsuko/KORENAGA, Kanako/KUORELAHTI, Matti/SAVOLAINEN, Hannu

Struggling for inclusive education in Japan and Finland: teachers' attitudes towards inclusive education

2020
European journal of special needs education, Vol.35, N°1, 01/01/2020, p. 100-114
http://doi.org/10.1080/08856257.2019.1615800
The aim of this study was to analyse and compare teachers' attitudes towards inclusive education in two culturally different countries: Finland and Japan. A sample of 362 Finnish and 1518 Japanese teachers participated in this survey. The teachers' attitudes varied and were rather critical. The Finnish teachers were more worried about teachers' efficacy when implementing inclusion, particularly when teaching students with intellectual disabilities or emotional and behavioural problems. The Japanese teachers had a more positive view on the benefits of inclusion for disabled or non-disabled students. Because Finnish schools emphasise the effectiveness of special education, the Finnish teachers in this study were more critical than the Japanese teachers of the idea that the efficacy discourse justifies the need for inclusive education. The findings support the idea that, to improve the universal understanding of inclusive education, more research should be done to analyse how inclusive education developments are realised in different cultural and historical contexts. [Résumé d'auteur]
ANALYSE COMPARATIVE / ATTITUDE / AUTO EFFICACITE / EDUCATION INCLUSIVE / EFFICACITE / EFFICACITE DE L ECOLE / EFFICACITE PEDAGOGIQUE / ENQUETE / ENSEIGNANT / FINLANDE / JAPON / PERCEPTION
Niveau recherche

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Article de périodique, Quotation : 371.918 (NUM) KES
KESSEL, Robin van/WALSH, Sebastian/RUIGROK, Amber N.V./[et al.]

Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden

2019
Molecular Autism, Vol.10, N°1, 11/12/2019
http://link.springer.com/article/10.1186/s13229-019-0290-4
[...] All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible. [Résumé d'auteur]
Document disponible au format numérique.
AUTISME / DANEMARK / EDUCATION INCLUSIVE / FINLANDE / HANDICAPE MENTAL / SUEDE / TROUBLE DU SPECTRE AUTISTIQUE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
SUNDQVIST, Christel/BJORK-AMAN, C./STROM, K.

The three-tiered support system and the special education teachers' role in Swedish-speaking schools in Finland

2019
European journal of special needs education, Vol.34, N°5, 01/12/2019, p. 600-616
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 deliver support within the regular educational setting, representing a new feature in the policy documents. This has brought about new expectations for special education teachers' (SETs') roles. Our research aims to contribute to knowledge about the implementation of the three-tiered support system and SETs' roles in Swedish-speaking schools in Finland. The data were collected using a questionnaire (N = 158). The results indicate that the SETs have an important role in the three-tiered support system, both as those with the knowledge and those who share this knowledge. The SETs' role is more evident when it comes to pupils receiving support on the second and third tiers. Although inclusive values are emphasised in the policy documents, the SETs still use most of their time teaching pupils in educational settings that are often relatively segregated (individual or small-group teaching), and for example, co-teaching seems to be a less frequent approach to collaboration. [Résumé d'auteur]
BESOIN EDUCATIF PARTICULIER / COEDUCATION / COLLABORATION / EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ENSEIGNANT SPECIALISE / ENSEIGNEMENT COMMUN / FINLANDE / INCLUSION SCOLAIRE / PRATIQUE EDUCATIVE / SYSTEME EDUCATIF
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
RIITAOJA, Anna-Leena/HELAKORPI, Jenni/HOLM, Gunilla

Students negotiating the borders between general and special education classes: an ethnographic and participatory research study

2019
European journal of special needs education, Vol.34, N°5, 01/12/2019, p. 586-600
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 specifically we conducted a two-year ethnographic study focusing particularly on exclusion and the sense of belonging in a lower secondary school (students aged 13–16) in the capital region of Finland. During the fieldwork, several students attending the SEN-class expressed an interest in changing from the SEN-class to a GE-class, or in breaking the borders between SEN and GE classes in other ways. As part of the negotiations with the school, students who criticised the GE- and SEN-class division were offered an opportunity to transfer to GE-classes but in the end, all of them wanted to stay in the SEN-class. In this investigation, we focus on the students' reasoning and the teachers' reactions when students negotiate the borders between SEN and GE-classes. In this study we found a clash between integration and inclusive thinking. [Résumé d'auteur]
BESOIN EDUCATIF PARTICULIER / EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ETHNOGRAPHIE / FINLANDE / INCLUSION SCOLAIRE / POLITIQUE EDUCATIVE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
RATY, Lauri/VEHKAKOSKI, Tanja/PIRTTIMAA, Raija

Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability

2019
European journal of special needs education, Vol.34, N°1, 01/02/2019, p. 35-49
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). The documents contained 195 expressions of support measures analysed by content analysis. The results showed that most support measures in the IEPs were general pedagogical principles from the research literature. In general, the expressions were not described thoroughly, although there were some specific expressions of support measures amplified by descriptions of the activity, person in charge or context. Further research is needed on how to best support teachers in documenting IEPs. [Résumé d'auteur]
ACCOMPAGNEMENT PEDAGOGIQUE / ADOLESCENT HANDICAPE / BESOIN EDUCATIF PARTICULIER / ENFANT HANDICAPE / FINLANDE / HANDICAPE MENTAL / PROJET EDUCATIF INDIVIDUEL / SOUTIEN PEDAGOGIQUE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
UNIVERSITY OF JYVASKYLA (Jyvaskyla, Finlande)

Check in–check out intervention for supporting pupils' behaviour: effectiveness and feasibility in Finnish schools

2019
European journal of special needs education, Vol.34, N°1, 01/02/2019, p. 136-146
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 behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. [Résumé d'auteur]
FINLANDE / MILIEU ORDINAIRE / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / TROUBLE DU COMPORTEMENT
Niveau recherche

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Article de périodique, Quotation : PER ASH
BLONDELET, Jonathan

Accompagnement : perspectives européennes

2019
ASH / Actualités sociales hebdomadaires, N°3097, 08/02/2019, p. 14-15
A l'issue d'un appel à projets lancé par la CNSA en 2017 pour dénicher des pratiques inspirantes dans le domaine de l'accompagnement du handicap ou de la dépendance, cet article détaille certains projets de voyage d'étude, notamment dans les pays scandinaves.
ACCUEIL EN INSTITUTION / BELGIQUE / DEPENDANCE / FINLANDE / LOGEMENT / NORVEGE / PARCOURS DE VIE
Niveau généralités

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Article de périodique, Quotation : PER ALT
HÄSTBACKA, Elisabeth/NYGÅRD, Mikael

Creating capabilities for societal participation in times of welfare state change? Experiences of people with disabilities in Finland

2019
Alter. European Journal of Disability Research. Revue européenne de recherche sur le handicap, Vol.13, N°1, 01/03/2019, p. 15-28
Societal participation is central for disability policies throughout the world. In a Finnish setting, it is firmly anchored in the welfare state's commitment to create equal capabilities, but it is also dependent on other prerequisites, such as an inclusive labour market. However, these commitments have become both increasingly important through efforts of strengthening the rights of people with disabilities as well as increasingly challenged by crumbling growth and recurrent austerity measures in social policy. This article explores societal participation of people with disabilities in Finland in times of the recent ratification process of the UN CRPD and welfare cuts, and investigates the subjective experiences of societal participation in a changing welfare state context. The data consists of 13 individual qualitative interviews among working-age people with different kinds of disabilities. The findings highlight the importance of state commitment for creating equal capabilities for societal participation and for removing barriers standing in its way. They also suggest that this commitment is becoming both strengthened by the UN CRPD and weakened by the economic crisis and austerity measures and that this may have an undermining effect upon capabilities for persons with disabilities to participate in society. [Résumé d'auteur]
ACCES A L EMPLOI / CAPACITE / DROIT DE LA PERSONNE HANDICAPEE / FINLANDE / INCLUSION / MODELE SOCIAL / PARTICIPATION SOCIALE / POLITIQUE DU HANDICAP / POLITIQUE PUBLIQUE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
HOLOPAINEN, Leena.K./MAKIHONKO, Minna/LERKKANEN, Marja-Kristiina

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

2018
European journal of special needs education, Vol.33, N°3, 01/01/2018, p. 316-333
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 for reading and spelling difficulties (RSD) and for RSD with other learning difficulties. In this study, the focus is in the roles of the form and the amount of part-time special education in reading and spelling skills development. Of 152 children involved in the study, 98 received part-time special education for RSD, and 54 did not have RSD and did not receive special education. The results showed that the reading and spelling skills of students with RSD lagged behind age level and that students with overlapping difficulties exhibited even slower development. Small group education and a moderate amount of part-time special education (approximately 38 h per year) predicted faster skill development, whereas individual and a large amount of special education (more than 48 h per year) were related to slower skill development and broader difficulties. [Résumé d'auteur]
DIFFICULTE DE LECTURE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / FINLANDE / PRONONCIATION / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / TIERS TEMPS PEDAGOGIQUE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
ENGELBRECHT, Petra/SAVOLAINEN, Hannu

A mix-methods approach to developing an understanding of teachers' attitudes and their enactment of inclusive education

2018
European journal of special needs education, Vol.33, N°5, 01/12/2018, p. 660-676
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 sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers' sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers' attitudes and self-efficacy within the implementation of inclusive education are multi-faceted, non-linear and connected to their cultural-historical contexts. [Résumé d'auteur]
AFRIQUE DU SUD / AIDE A L ACCUEIL ET A LA SCOLARISATION DES ELEVES HANDICAPES / EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ELEVE HANDICAPE / ETUDIANT HANDICAPE / FINLANDE / INCLUSION SCOLAIRE / METHODE EDUCATIVE / METHODE PEDAGOGIQUE / PRATIQUE EDUCATIVE / PRATIQUE ENSEIGNANTE / PRATIQUE INCLUSIVE / PRATIQUE PEDAGOGIQUE
Niveau recherche

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Livre, Quotation : 371.90 EDU A
KOHOUT-DIAZ, Magdalena. Dir./TREMBLAY, Philippe. Dir.

Approches internationales et comparées de l'éducation inclusive. L'éducation inclusive comme paradigme d'une éducation globale. Quels contextes, quelles pratiques et quels effets de formation ?

2017
Éducation comparée, N°18, 222 p.
Le n° 18 de la revue internationale Éducation comparée consacre son dossier aux approches internationales et comparées de l'éducation inclusive. L'éducation inclusive comme paradigme d'une éducation globale. Quels contextes, quelles pratiques et quels effets de formation ? Il contient notamment les articles d'Hervé Benoit « Integrazione scolastica en Italie, special needs en Angleterre et inclusion scolaire en France : convergences et divergences dans le contexte européen » ; de Raija Pirttimaa et Mina Puustinen : « L'évolution de la scolarisation des élèves en situation de handicap : l'exemple de la Finlande » ; de Philippe Tremblay et Stéphanie Belley : « Les limites à la scolarisation en classe régulière au Canada : une analyse comparative ».
ACCESSIBILITE SCOLAIRE / ANGLETERRE / BELGIQUE / BRESIL / CANADA / COMPARAISON INTERNATIONALE / EDUCATION INCLUSIVE / FINLANDE / FORMATION DES ENSEIGNANTS / FRANCE / INCLUSION SCOLAIRE / ITALIE / LIBAN / POLITIQUE EDUCATIVE / ROUMANIE / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / SUISSE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
TAKALA, Marjatta/SUME, Helena

Hearing-impaired pupils in mainstream education in Finland : teachers' experiences of inclusion and support

2018
European journal of special needs education, Vol.33, N°1, 01/02/2018, p. 134-147
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 questions. All teachers taught hearing-impaired pupils in mainstream education, at primary or at secondary stage. According to the results, the main support categories were pedagogical and technical support. However, 48% of teachers gave no support. Inclusion was successful according to teachers. Various forms of support and key areas of teaching are discussed. [Résumé d'auteur]
AIDE PEDAGOGIQUE / EDUCATION INCLUSIVE / ENSEIGNANT / FINLANDE / HANDICAPE AUDITIF / SCOLARISATION EN MILIEU ORDINAIRE / SOURD
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
LEMPINEN, Sonia/NIEMI, Anna-Maija

Special support and neighbourhood school allocation in Finland: a study on parental school choice

2018
European journal of special needs education, Vol.33, N°1, 01/02/2018, p. 102-117
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, intensified or special. The focus of this article is to examine parental positions on school choices in relation to the parents' social class and their children's support needs in basic education. The results of the study are based on a quantitative questionnaire, which collected responses from 208 participants drawn primarily from four different municipalities in Finland. The study found that the category of a child's support, rather than the socio-economic class of the parents, determined the child's school allocations. Furthermore, the more support the parents felt their children needed, the more importance they placed on special education practices and less on the neighbourhood school allocation. In addition, the parents' opinions were found to differ based on social class, rather than category of support. In conclusion, we argue that the social segregation of students with special educational needs can be avoided, if the principle of neighbourhood school allocation is preserved. [Résumé d'auteur]
AIDE A LA SCOLARITE / CHOIX DE L ECOLE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / FINLANDE / PARENT D ELEVE
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Article de périodique, Quotation : PER DIS
DINDAR, Katja/LINDBLOM, Anne/KARNA, Eija

The construction of communicative (in)competence in autism: a focus on methodological decisions

2017
Disability and Society, Vol.32, N°6, 01/07/2017, p. 868-891
Research on people diagnosed with autism spectrum disorder (henceforth autism) is often based upon biomedical understanding. Such understanding tends to view the characteristics related to autism diagnosis, such as the lack of or atypical use of speech, as a sign of incompetence that can be reduced as an underlying pathology of an individual. However, little research has explicitly investigated how methodological decisions in research might influence the perception of these characteristics. This paper draws on two separate research cases involving minimally verbal children with autism to examine how methodological decisions in research design, data collection, data analysis, and data interpretation influence the construction of communicative (in)competence in these children. The paper encourages researchers to carefully consider and reflect on the methodological decisions they make throughout the research process. [Résumé d'auteur]
AUTISME / COMMUNICATION / COMPETENCE / CONVERSATION / FINLANDE / HANDICAPE MENTAL / METHODOLOGIE DE LA RECHERCHE / RECHERCHE
Niveau recherche

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Article de périodique, Quotation : PER EUR JOU
SYRJAMAKI, Marja/SAJANIEMI, Nina/SUHONEN, Eira/[et al.]

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education

2017
European journal of special needs education, Vol.32, N°3, 01/08/2017, p. 377-390
The aim of this article is to investigate the pedagogical learning environment in early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need as, according to sociocultural theories, the basis of learning. Our study was conducted in ECSE kindergarten groups (N = 17) in the area of Helsinki, Finland. We were interested in the overall quality of the pedagogical environment, the quality of enhancing peer interaction (EPI) and the pedagogy for EPI amongst children with diverse characteristics and needs. Quality was evaluated using the quantitative Learning Environment Assessment, completed with qualitative data, which consisted of the researcher's observations and interviews. The quantitative data were presented with descriptive statistics. Qualitative content analysis was used to make a closer examination of EPI pedagogy. The study indicated good pedagogical quality. EPI quality was predictably good due to high overall quality. Our findings highlighted ECSE professionals' versatile pedagogical modes in structuring activities and space and intensive methods in EPI and participation, especially in scaffolding communication (with augmentative or alternative communication systems when needed) and supporting social competence. [Résumé d'auteur]
COMPETENCE SOCIALE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ENFANT HANDICAPE / FINLANDE / GARDERIE ET JARDIN D ENFANTS / INTERACTION / PETITE ENFANCE / PRATIQUE PEDAGOGIQUE / RELATION ENTRE PAIRS / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES
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SALOVIITA, Timo/SCHAFFUS, Tina

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

2016
European journal of special needs education, Vol.31, N°4, 01/11/2016, p. 458-471
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, Quotation : FDE3S GALAN J
GALAN, Jésus-Antonio

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

2011
101 p. ; 30 cm
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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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.

2016
European journal of special needs education, Vol.31, N°2, 01/05/2016, p. 171-186
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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JAHNUKAINEN, Markku/ITKONEN, Tiina

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

2016
European journal of special needs education, Vol.31, N°1, 01/02/2016, p. 140-150
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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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

2016
European journal of special needs education, Vol.31, N°1, 01/02/2016, p. 59-75
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, 01/09/2015, p. 53-55
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, Quotation : 371.98 (NUM) AJU A
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

Paris : Fegapei, 2015
10 + 103 p ; 30 cm
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
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SUHONEN, Eira/NISLIN, Mari A./ALIJOKI, Alisa

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

2015
European journal of special needs education, Vol.30, N°3, 01/08/2015, p. 287-303
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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