Raija Pirttimaa

The Implementation of New Special Education Legislation in Finland

This article examines the implementation of new special education legislation in Finland among students with significant disabilities. The data consist of a nationwide survey and field observations. In the analysis, a policy implementation framework is utilized as a theoretical lens. The findings suggest that schools and municipalities that had participated in long-term development projects had more capacity and willingness to reform special education practices substantially, suggesting that learning in one policy area can transfer to other domains across multiple levels of national and local governments. The key findings highlight the significance of professional trust as a policy instrument in implementation.

The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland

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 studys primary intent is to examine the factors that identify the school staffs ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice.

Conceptions associated with sense of belonging in different school placements for Finnish pupils with special education needs

Abstract 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.

Students in higher education with reading and writing difficulties

The aim of this study is to explore adult students’ descriptions and understandings of their reading and writing difficulties, and to describe the ways they are copying with them. In higher level studies, information is typically gained by reading and giving evidence of knowledge acquisition in writing. When students have difficulties with these essential academic skills, studying and lifelong learning can be hard work as well as time-consuming. General understanding of dyslexia and reading difficulties at the higher education level has improved, although considerable ambiguity remains about what these mean in practice. This is a qualitative, interview-based study that seeks to improve our understanding of these difficulties. The data were analysed using content analysis, and our findings are presented in terms of: (a) the social experiences of students; (b) their expectations and solutions with respect to their academic progress; and (c) the individual strategies employed for copying with reading and writing tasks.

Policy-practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis

This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training ( TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability-focused, non-governmental organisations. Moreover, 14 high-profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training. [ABSTRACT FROM AUTHOR]

Sense of Belonging and Life Transitions for Two Females with Autism Spectrum Disorder in Finland

Abstract Sense of belonging refers to the degree to which individuals feel included, accepted, and supported by others in a variety of social settings. This study, based on the narratives of two females (ages 26 and 29) with Autism Spectrum Disorder (ASD), examines sense of belonging and various life transition issues that may appear throughout childhood, adolescence, and adulthood in the absence of appropriate social supports. Hearing the voices of females with autism is important, because the number of girls diagnosed with ASD has grown. Women on the spectrum can potentially provide significant insights into the services required to feel a sense of belonging to society. Qualitative analysis of semi-structured interviews and document data revealed that a lack of social support can increase the number of transitions and cause biases in forming a sense of belonging. The findings suggest that a sense of belonging can fade or simmer (evolving through a persons life), and that providing social assistance and...

Developing a Curriculum for Mentally Retarded Adults ‐‐ a cooperative project between the university and the practitioners

Abstract As recently as six years ago, after their compulsory education was over, it was very difficult for severely and profoundly mentally retarded people in Finland to receive further education. The regional units within the social‐services sector financed a four‐year project which was carried out at the University of Jyvdskyld, during this project an adult‐education plan was produced, its implementation was monitored and the content of adult education and the training of staff was developed. During the experiment the mentally retarded people involved became more actively involved in the different activities, and a considerable improvement was observed in their independent daily living skills. Good results were reported in the development of interaction and self‐esteem, and the educators’ consciousness of their work developed during the experiment. Within a short period of time, good results were attained by means of adult education, but educational equality and the realization of integration are still...

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

Abstract 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.

Subjective quality of life among youth with severe physical disabilities during the transition to adulthood in Finland

Abstract Purpose: This study examined the subjective quality of life among youth with severe physical disabilities during the transition to adulthood. Method: A purposive sample of 74 youths (mean age 20.19) with severe physical disabilities completed World Health Organization Quality of Life – Brèf (WHOQOL-BREF) to measure the quality of life; the Severely Disabled Youths’ Life Situation and Functioning of Service Systems in Finland to measure health issues. The data were analyzed using one-sample and independent-samples t-tests, and sequential multiple regression analysis. Results: Compared to youth without disabilities, the study youth scored lower values in physical, social, and environmental quality of life. No gender differences were found in the quality of life among youth with severe physical disabilities. Age, gender, and intensity of pain were associated with quality of life. Conclusions: This evidence-based knowledge can be used to provide guidance for policy issues such as providing health and social services for youth with severe physical disabilities in Finland.

A review of interventions to support the educational attainments of children and adolescents in foster care

This rapid review seeks to harvest and draw out common findings from intervention studies aimed at supporting the educational and socio-emotional attainments of school-age children and adolescents in foster care. Using carefully executed inclusion and exclusion criteria, data were collected systematically from six electronic databases. The 19 articles included were appraised critically for quality and analysed using qualitative content analysis. The survey of studies revealed an initial need to improve the quality and quantity of research designed to evaluate interventions of this kind. Nevertheless, an analysis of the findings produced sufficient robust evidence to inform policy and practice with regard to 10 aspects of children’s educational and socio-emotional development. The implementation of collaboration models involving all significant parties was especially effective in enhancing adults’ knowledge of and participation in children’s lives, thereby achieving a consistent circle of support. The children also benefited from individualised school-based support, across both academic and socio-emotional dimensions.