Responding to diversity and striving for excellence: The case of Finland

Abstract

The implementation of inclusive education has become an internationally accepted goal. In this process a substantial challenge is to simultaneously increase both equality and quality in inclusive education. This article discusses ways of achieving this goal in light of recent research findings which indicate that it is possible to meet both goals at once. The findings of various studies on the Finnish comprehensive school reform, along with recent learning outcomes, support this conclusion. During the comprehensive school era, equality has increased, performance gaps have decreased, and student achievement has improved overall. Possible reasons for this are that Finnish educational policy development has not followed international mainstream trends and that flexible and extensive special education provisions have been built into our school system. Internationally acknowledged requirements for a good education are competent teachers and a school system's commitment to take on the responsibility of educating children of all abilities.

Teacher education for inclusion in Europe

“…Niemi and Jukku-Sihvomen (2009) suggest that a focus on equity within a comprehensive school model has led to small differences among Finnish high schools and successful PISA evaluation. Savolainen (2009) notes that in Finland, teacher education is not organized in disability-oriented streams; instead it aims to provide teachers with a wide variety of knowledge and skills that they can apply in various settings and situations. It is interesting to note that in recent reforms Finland has adopted approaches different from those of most other countries (Savolainen 2009); in particular it has not standardised education, and has not focused as strongly on literacy and numeracy and consequential accountability (Sahlberg 2007).…”

Parent, Teacher and Student Cross Informant Agreement of Behavioral and Emotional Strengths: Students With and Without Special Education Support

“…In addition to these special education students, 62 students (12.3%) received part time special education support. In Finland, part time special education support is a flexible support service that may be provided without an administrative decision and it normally includes individual or small group teaching 1-3 h a week for a period of time (see e.g., Halinen and Järvinen 2008;Itkonen and Jahnukainen 2010;Savolainen 2009). For this study, the students in part time special education support and those with the administrative special education student status were combined as one sample of students receiving special education (SE) support.…”

PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation

“…It not only identifies a high proportion of its students -three and a half times the OECD average -as having special educational needs but addresses their needs in class (Vislie, 2003). This integrated provision requires no formal statement of need, begins when difficulties arise (Savolainen 2009), and, particularly in the primary years, is generally focused on pupils' mother tongue and mathematical skills 3 (Hausstätter & Takala, 2011;Kivirauma & Ruoho 2007). In promoting inclusion it has reduced the stigma of special needs education (Halinen & Järvinen 2008).…”