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How to make the neighbourhood school a school for all?
Author(s) -
Lakkala Suvi,
Uusiautti Satu,
Määttä Kaarina
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12055
Subject(s) - inclusion (mineral) , curriculum , neighbourhood (mathematics) , pedagogy , perception , mathematics education , sociology , special education , psychology , social science , mathematical analysis , mathematics , neuroscience
A new special education strategy was launched in F inland by the M inistry of E ducation in 2007. The new B asic A ct was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across F inland have participated in developing F innish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the F innish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, F inland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by B ooth and A inscow.