A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support

Gunilla Eklund, Christel Sundqvist, Matilda Lindell, Heidi Toppinen

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

1 Citeringar (Scopus)

Sammanfattning

This study aimed to investigate Finnish primaryschool teachers’ experiences of the three-tiered support system, which waslaunched in 2010–2011 with the goal of promoting the inclusive approach in Finnishcompulsory school. Data were collected through semistructured interviews witheight teachers in Finland, and the analysis was based on a thematic analytical approach.Results show that the teachers experienced having a central role in providingcontinuous support to pupils with different learning disabilities within thesupport system. Generally, they had a positive assessment of the system, which theysaw as a natural part of their regular job. Nevertheless, they expressed facingchallenges, such as the extended documentation and too little time forsupporting all pupils in the class. The support from colleagues (i.e. special educationteachers) was seen as very important, although their experience of consultationtime was limited. Regarding the teachers’ competences in handling the system,it was evident they had developed relevant skills by collaborating with the specialeducation teacher and by being active themselves. Despite the challenges, theresults show that Finnish primary teachers experienced the support system as apossible and practicable way of supporting pupils with learning disabilities

OriginalspråkEngelska
Sidor (från-till)1-14
TidskriftEuropean Journal of Special Needs Education
DOI
StatusPublicerad - 2020
MoE-publikationstypA1 Tidskriftsartikel-refererad

Nyckelord

  • inclusive education
  • three-tiered support system
  • competence

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