Marjatta Takala, Eva Silfver, Yvonne Karlsson & Minna Saarinen (2018) Supporting Pupils in Finnish and Swedish Schools—Teachers’ Views, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2018.1541820
Supporting pupils in Finnish and Swedish schools — teachers’ views
|Author:||Takala, Marjatta1; Silfver, Eva2; Karlsson, Yvonne3;|
1Faculty of Education, University of Oulu
2Department of Education, Umeå University
3School of humanities, education and social sciences, Örebro University
4Faculty of Educational Sciences, Helsinki University
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2018121050341
|Publish Date:|| 2020-05-15
The purpose of this study was to investigate the different support systems used by teachers in compulsory education. Class and subject teachers and special educators from Finland (N = 57) and Sweden (N = 57) participated in the study, in which both qualitative and quantitative methods were used. Participants completed an electronic questionnaire to identify the supports and methods they use when working with pupils who have special educational needs. The findings indicate both similarities and differences between the two countries. One of the most common forms of support was individualisation, including pedagogical modifications. Methods of supporting academic skills such as reading differed from those used to support behavioral issues. Positive pedagogy and structuring the environment were used ways of supporting pupils with behavioral challenges. Results for both countries are compared and support needs are discussed.
Scandinavian journal of educational research
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2018 Scandinavian Journal of Educational Research. This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 15 Nov 2018, available online: https://doi.org/10.1080/00313831.2018.1541820.