Supporting Pupils in Finnish and Swedish Schools--Teachers' Views

Autor/inn/en	Takala, Marjatta; Silfver, Eva; Karlsson, Yvonne; Saarinen, Minna
Titel	Supporting Pupils in Finnish and Swedish Schools--Teachers' Views
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 3, S.313-332 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1541820
Schlagwörter	Teacher Attitudes; Teacher Student Relationship; Special Education Teachers; Compulsory Education; Cross Cultural Studies; Classroom Techniques; Special Needs Students; Individualized Instruction; Teaching Methods; Behavior Problems; Reading Instruction; Foreign Countries; Inclusion; Elementary Secondary Education; Finland; Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulpflicht; Cultural comparison; Kulturvergleich; Klassenführung; Sonderpädagogischer Förderbedarf; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Ausland; Inklusion; Finnland; Schweden
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01