A Study of Finnish Primary School Teachers' Experiences of Their Role and Competences by Implementing the Three-Tiered Support

Autor/inn/en	Eklund, Gunilla; Sundqvist, Christel; Lindell, Matilda; Toppinen, Heidi
Titel	A Study of Finnish Primary School Teachers' Experiences of Their Role and Competences by Implementing the Three-Tiered Support
Quelle	In: European Journal of Special Needs Education, 36 (2021) 5, S.729-742 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eklund, Gunilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1790885
Schlagwörter	Elementary School Teachers; Foreign Countries; Teacher Attitudes; Inclusion; Special Needs Students; Teacher Role; Teacher Student Relationship; Students with Disabilities; Learning Disabilities; Classroom Techniques; Teacher Competencies; Regular and Special Education Relationship; Special Education Teachers; Teacher Collaboration; Elementary School Students; Finland + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Inklusion; Sonderpädagogischer Förderbedarf; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Klassenführung; Lehrkunst; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerkooperation; Finnland
Abstract	This study aimed to investigate Finnish primary school teachers' experiences of the three-tiered support system, which was launched in 2010-2011 with the goal of promoting the inclusive approach in Finnish compulsory school. Data were collected through semi-structured interviews with eight teachers in Finland, and the analysis was based on a thematic analytical approach. Results show that the teachers experienced having a central role in providing continuous support to pupils with different learning disabilities within the support system. Generally, they had a positive assessment of the system, which they saw as a natural part of their regular job. Nevertheless, they expressed facing challenges, such as the extended documentation and too little time for supporting all pupils in the class. The support from colleagues (i.e. special education teachers) was seen as very important, although their experience of consultation time was limited. Regarding the teachers' competences in handling the system, it was evident they had developed relevant skills by collaborating with the special education teacher and by being active themselves. Despite the challenges, the results show that Finnish primary teachers experienced the support system as a possible and practicable way of supporting pupils with learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01