Browsing by Subject "osa-aikainen erityisopetus"

Tiivistelmä - Referat – Abstract The purpose of this study was to describe, how the special education reform has changed the work of resource special education teachers. During the years 2009 and 2010 the special education system changed in Finland. In 2009 the annual State contribution to special education students was suspended in order to decrease the amount of special education students in Finnish schools. In 2010 the Basic Education Act was changed and the three tier educational support system was introduced to comprehensive schools. The new support system aimed at early identification and right timed support as well as to increasing inclusive pedagogy by providing the support needed in local schools. To fulfill this, Finnish schools started to invest in multi professional collaboration, co-teaching and collaboration between home and school. Previous research has indicated that multi professional collaboration, collaboration between home and school and identifying the support needs early on were already working in 2012. There were however a clear lack in co-teaching and in flexible grouping, in part time special education resources and how it was targeted. It has also been shown that special education teacher´s work has started to involve too many tasks. In this study the special education teachers describe, how their work has changed since the special education reform took place in Finland. Teachers also tell how they would develop their work profile. Five experienced special education teachers teaching in elementary school around Helsinki region took part in this study. The material consisted of theme interviews and it was analyzed by content analysis. It was found out that inclusive local school, early identification and collaboration has increased the duties, but has not decreased teaching time. Positive changes were clearer division of work, deeper collaboration between the personnel and teachers, better knowledge of pupil´s level of learning. Teachers also told that inclusive pedagogy has removed the stigma of special education. The negative changes were the work load of paper work, meetings and consultation has grown. The local school policy has had an influence on academic performance, which has become poorer and more pupil need more specific support manage school. The special education teachers would increase their resources and would decrease their duty to teach by two hours per week.