Inclusive Education in Finland: Present and Future Perspectives

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1519-1522
Author(s):  
Sakari Moberg ◽  
Marshall Zumberg
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Students ◽  
Future Perspectives ◽  
Education Students ◽  
Special Schools ◽  
Full Inclusion ◽  
Factors Affecting ◽  
Part Time ◽  
The 1960S

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled “special” in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

scholarly journals A educação especial as políticas educacionais brasileiras: Uma abordagem histórica

2019 ◽  
Vol 27 ◽  
pp. 21
Author(s):  
Luana Leal Ribeiro ◽  
Renata Maldonado Da Silva
Keyword(s):  
Special Education ◽  
20Th Century ◽  
Inclusive Education ◽  
Document Analysis ◽  
Special Education Students ◽  
Disabled People ◽  
Education Students ◽  
Educational Legislation ◽  
Historical Times ◽  
The Subject

Historically, the schooling of people with disabilities was offered in a precarious and segregated way from the students considered as "normal". As a result of the advancement of concepts, regulations and new perspectives on special education students, the educational practices offered to such individuals were reformulated in the last decades of the 20th century. The present work seeks to present some of the main world milestones in different historical times on how the issue of disability and disabled people were treated, showing the evolution in the treatment given, in relation to the achievements and effects of rights directed to them. Together with the main historical milestones, this work focus on the first signs of the schooling of the person with disabilities and the paths taken by them before the conception of an inclusive perspective in regular schools. In order to reach this objective, references were used to discuss the subject, and an extensive document analysis of the norms present in the Brazilian educational legislation was conducted. Despite the advances and norms that contemplate the guidelines of the concept of inclusive education, it is worth emphasizing that it is still necessary to question the effectiveness of the existing actions planned for special education, and if they are in agreement with the established precepts about what actually contemplates an education that is in fact inclusive.

scholarly journals Equal Opportunities for all Albanian Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 33-38
Author(s):  
Gentjana Taraj
Keyword(s):  
Inclusive Education ◽  
Special Education Students ◽  
Successful Implementation ◽  
Equal Opportunities ◽  
Education Students ◽  
Special Schools ◽  
Learning Differences ◽  
Inclusive Curriculum ◽  
Mainstream Education ◽  
The Right

AbstractInclusive education guarantees the right of education for every child despite their physical and/or mental disabilities. In other words inclusion aims at placement of special education students in general classrooms giving learners equal possibilities of education within the differences in their abilities to learn. Unfortunately, the implementation of inclusive education in Albania is still facing lots of difficulties. Traditionally, Albanian children with disabilities are segregated into separate learning environments. However, during the last two decades attempts are made to integrate them in the mainstream education. Although we are far from a successful implementation of inclusive education we consider it as very important since it maximizes the learning experiences of both mainstream and disabled learners. In this paper, the factors related to the inclusion of learners with disabilities in the mainstream education are discussed. Drafting of an inclusive curriculum which is the same for all schools and all learners, whether they are in mainstream or special schools is considered as crucial. The paper raises the questions of changing the attitude of educators in regard to learners with disabilities, increasing their professional knowledge about the learning differences as well as highlighting the tools of how to address each of them so that equal possibility to gain knowledge within the limits of capability are given to all learners. The significance and relevant effects of these factors will be the basis of the conclusion of this paper.

scholarly journals “We Kind of do not Dare to Tell Everybody that we are in a Program for Disabled Students, Because Some are Afraid that they will be Made Fun of.”

2021 ◽  
pp. 1-24
Author(s):  
Anna Björk Sverrisdóttir ◽  
Geert Van Hove
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Power Relations ◽  
Special Education Students ◽  
Education Students ◽  
Disabled Students ◽  
The World ◽  
Common Thread ◽  
The Way

Abstract Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.

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