Services for pupils and students for special needs in Finland

1. Services for pupils and students for special needs in Finland Jorma Kauppila Principal of basic education school +358-50-4323 652 jorma.kauppila@turku.fi

2. DEAR FRIENDS - WELCOME • to the land of the best education system in the whole world • to the land of Santa Claus and midnight sun • to the oldest town in Finland • to the upcoming European Capital of Culture in the year 2011 • to Turku city from where the civilization has been spread out to other parts of Finland

3. The Education System of Finland

4. Securing educational and cultural equality • Equal opportunity in education and culture underline Finnish welfare. Measures will be taken to guarantee equal access for different population groups in all regions to a wide range of education and cultural services. The public sector is responsible for promoting the well-being and equality of Finns. • Education is free of charge in Finland.

5. A guidance counselling in basic education • . starts from the first grade • . basic education is free of charge and gives everyone who completes it the same right to further education. • . almost all children in Finland complete comprehensive school • . pupils who have completed basic education are eligible for voluntary additional education (grade 10) that lasts one year. • . no degree; a final certificate will be given for completing the syllabus • . provides the necessary prerequisites for all upper secondary education

6. THE AIM of special needs education • pupils with learning difficulties get remedial teaching in addition to ordinary classes • the aim is to integrate special-needs education as far as possible into ordinary schools • there are pupils who benefit more from separate special-needs education • the aim is to meet the different needs of an individual pupil

7. THE SERVICES OF SPECIAL-NEEDS EDUCATION special needs boarding school special needs school and the developing center special needs school ordinary class or special needs class in the ordinary school - INDIVIDUAL CURRICULUM – INDIVIDUAL CURRICULUM – INDIVIDUAL CURRIC small group in the ordinary school remedial teaching special services in the ordinary school (fex. aids, individual assistant) support of the ordinary teacher (fex. streaming, remedial instruction, simultaneous teaching)

8. A support of an ordinary teacher • fex. • grouping, • streaming, • remedial instruction, • simultaneous teaching

9. Special services in an ordinary school • aids, instruments • individual assistant = • classroom assistant

10. A remedial teaching • special education teacher • remedial special education • teachers have to make an agreement with parents (guardian)

11. A small group in an ordinary school • . special education teacher • . a temporary solution for maximun two terms one after another • . groupsize maximum 10 pupils usually from two different age groups • . general education curriculum • . teachers have to make an agreement with parents (guardian)

12. A special-needs class in an ordinary school • mostly pupils with the same identifycations and diagnoses • number of pupils in one class varies from 4 to 10 • special education classteacher • all pupils have an official decision on the right to get into the special needs education

13. for children with learning disabilities with physical handicaps with hearing impairments with communication disorders with behavior problems with multiple and severe handicaps with autistic symptoms with mental retardation Special needs classes and schools

14. Psychologist Supportive discussions with students, who have e.g. learning difficulties or mental problems consultations with teachers discussions with parents guidance to longer treatment when needed Social worker help with economical problems guidance in difficult life situations discussions with parents co-operation with e.g. social services of Turku city Student´s ”Support team” in the Turku Vocational Institute

15. Career Advisor Transition point guidance from comprehensive school to upper secondary level from Turku Vocational Institute to working life career changes within Turku Vocational Institute discussions with parents Student Welfare Officer intervention in class atmosphere problems e.g. bulling support measures to prevent school interruptions preventive methods against drugs Student´s ”Support team” in the Turku Vocational Institute

16. How one can be allowed to get into the special needs education • parents, kindergarten teacher or teacher becomes worried about the development of a child • a psychologist, a doctor or a social worker in case it is possible appraises the ability of the child • according to the appraisal the psychologist gives his / her recommendation

17. The positive acceptance of diversity • parents and the child will visit the class and school that has been recommended • parents will give their consent to change over to special needs education • the child is allowed to enter special needs education

18. A special needs school and a developing center • consultant special education teacher • support period • guidance • training • individual curriculum • learning and teaching materials • information • evaluation and follow-up work • etc.

19. A consultant special education teacher • gives help in an assesment of a situation and in an appraisal of a pupil • gives recommendations • helps in individual educational programme • helps in individual curriculum • gives support if necessary to get into the special needs class or school • does evaluations, follow-up work and quality control

20. A special needs boarding school • pupils who need so much help and support that can not be arranged in open schoolsystem

21. The performance of the Finnish students was high-quality and equal through all parts of the PISA 2003 the excellent success was based on the fact that those Finnish students who had nationally considered relatively low proficiency were internationally compared rather good the good overall results have been achieved without enormous differences in learning between the well and poorly performed students The nearest school principle The working environment of Finnish teachers The heterogenic classes The learning environment The support measures of learning The co-operation between school and family The learning plan Arranging guidance The remedial instruction Club activities Students’ welfare The support for special needs students PISA 2003 IN FINLAND

22. PISA 2003 IN FINLAND • The top performing doesn’t develope by itself and • automatically with the result of education - • it requires: • a flexible school system which offers alternatives for different kind of talents • an ability to encourage young adults to do their best for their own performance and • pedagogically skilled teachers to motivate • students to develope their performance also outside theschool

23. A summary • needs of the children • early intervention • different alternatives • enough resources • high quality • CHILDREN WITH SPECIAL NEEDS DESERVE THE BEST