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Documenting Pedagogical Support Measures in Finnish IEPs for Students with Intellectual Disability
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Räty, Lauri; Vehkakoski, Tanja; Pirttimaa, Raija – European Journal of Special Needs Education, 2019
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).…
Descriptors: Individualized Education Programs, Special Education, Special Needs Students, Intellectual Disability
Recording Support Measures in the Sequential Pedagogical Documents of Children with Special Education Needs
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Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja – Journal of Early Intervention, 2019
This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in…
Descriptors: Special Needs Students, Special Education, Kindergarten, Preschool Children
Finnish Reform of the Funding and Provision of Special Education: The Views of Principals and Municipal Education Administrators
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Pulkkinen, Jonna; Jahnukainen, Markku – Educational Review, 2016
This study examines the current state of special education provision and resources in Finland after the extensive reform of the government transfer system and Basic Education Act implemented in 2010-2011. Data were collected from a survey of compulsory school principals and from interviews with the highest-ranking officials in municipal education…
Descriptors: Foreign Countries, Educational Change, Special Education, Administrators
The School Staff's Perception of Their Ability to Teach Special Educational Needs Pupils in Inclusive Settings in Finland
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Paju, Birgit; Räty, Lauri; Pirttimaa, Raija; Kontu, Elina – International Journal of Inclusive Education, 2016
Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's…
Descriptors: Inclusion, Foreign Countries, Teacher Attitudes, Educational Needs
The Assessment of Severely Intellectually Disabled Students
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Kontu, Elina; Pirttimaa, Raija – European Journal of Special Needs Education, 2008
The aim of this study was to gather information on the tools used by special education teachers for the assessment of severely intellectually disabled students (SID), preparing an individual education plan, and about the methodology used for monitoring their learning progress. The survey included all Finnish special education teachers working with…
Descriptors: Multiple Disabilities, Autism, Special Education Teachers, Developmental Psychology