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Supporting Pupils in Finnish and Swedish Schools: Teachers’ Views
Faculty of Education, University of Oulu, Finland.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. (specped)
School of humanities, education and social sciences, Örebro University, Sweden.
Faculty of Educational Sciences, Helsinki University, Finland.
2020 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, nr 3, s. 313-332Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The purpose of this study was to investigate the different support systems usedby teachers in compulsory education. Class and subject teachers and specialeducators from Finland (N=57) and Sweden (N = 57) participated in thestudy, in which both qualitative and quantitative methods were used.Participants completed an electronic questionnaire to identify the supportsand methods they use when working with pupils who have specialeducational needs. The findings indicate both similarities and differencesbetween the two countries. One of the most common forms of support wasindividualisation, including pedagogical modifications. Methods of supportingacademic skills such as reading differed from those used to supportbehavioral issues. Positive pedagogy and structuring the environment wereused ways of supporting pupils with behavioral challenges. Results for bothcountries are compared and support needs are discussed.

Ort, förlag, år, upplaga, sidor
Routledge, 2020. Vol. 64, nr 3, s. 313-332
Nyckelord [en]
Support, Finland, Sweden, inclusion
Nationell ämneskategori
Pedagogik Lärande
Identifikatorer
URN: urn:nbn:se:umu:diva-153285DOI: 10.1080/00313831.2018.1541820ISI: 000513310200001PubMedID: 2-s2.0-85057306610OAI: oai:DiVA.org:umu-153285DiVA, id: diva2:1263537
Tillgänglig från: 2018-11-15 Skapad: 2018-11-15 Senast uppdaterad: 2020-03-12Bibliografiskt granskad

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Silfver, Eva

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