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Hearing-impaired pupils in mainstream education in Finland: teachers’ experiences of inclusion and support
Umeå University, Faculty of Social Sciences, Department of Education. Faculty of Education, Special Education, University of Oulu, Oulu, Finland.
he Faculty of Education and Psychology, Special Education, University of Jyväskylä, Jyväskylä, Finland.
2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. Published online: 29 MarchArticle in journal (Refereed) Published
Abstract [en]

Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended questions. All teachers taught hearing-impaired pupils in mainstream education, at primary or at secondary stage. According to the results, the main support categories were pedagogical and technical support. However, 48% of teachers gave no support. Inclusion was successful according to teachers. Various forms of support and key areas of teaching are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2017. Vol. Published online: 29 March
Keyword [en]
Inclusion; hearing-Impaired; teaching; support; participation
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-135037DOI: 10.1080/08856257.2017.1306965OAI: oai:DiVA.org:umu-135037DiVA: diva2:1095985
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-05-16

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Publisher's full texthttp://www.tandfonline.com/doi/full/10.1080/08856257.2017.1306965

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
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