The three-tiered support system and the special
education teachers’ role in Swedish-speaking
schools in Finland

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Sundqvist Christel,
Björk-Åman Camilla,
Ström Kristina
Förläggare: Routledge Taylor & Francis Group
Publiceringsår: 2019
Tidskrift: European Journal of Special Needs Education
Artikelns första sida, sidnummer: 1
Artikelns sista sida, sidnummer: 16
eISSN: 1469-591X


Abstrakt

In 2010, new amendments regarding special education were made to

the Finnish Basic Education Act (642/2010), and they were officially

adopted in 2011. The three-tiered support systemthat was introduced

can be considered the Finnish approach to moving education toward

a more inclusive system since it emphasises all teachers’ responsibility

to deliver support within the regular educational setting, representing

a new feature in the policy documents. This has brought about new

expectations for special education teachers’ (SETs’) roles. Our research

aims to contribute to knowledge about the implementation of the

three-tiered support system and SETs’ roles in Swedish-speaking

schools in Finland. The data were collected using a questionnaire

(N = 158). The results indicate that the SETs have an important role in

the three-tiered support system, both as those with the knowledge and

thosewho share this knowledge. The SETs’ role is more evidentwhen it

comes to pupils receiving support on the second and third tiers.

Although inclusive values are emphasised in the policy documents,

the SETs still use most of their time teaching pupils in educational

settings that are often relatively segregated (individual or small-group

teaching), and for example, co-teaching seems to be a less frequent



















approach to collaboration.


Nyckelord

co-teaching, Inclusion, part-time special education, Questionnaire, special education teachers


Dokument


Senast uppdaterad 2019-16-09 vid 07:20