Finnish reform of the funding and provision of special education: the views of principals and municipal education administrators

Abstract

This study examines the current state of special education provision and resources in Finland after the extensive reform of the government transfer system and Basic Education Act implemented in 2010–2011. Data were collected from a survey of compulsory school principals and from interviews with the highest-ranking officials in municipal education administration. The results show that participants viewed the Basic Education Act as having a more significant impact on the provision of special education than the reform of the government transfer system. Partly due to the reforms, local authorities have targeted the resources of special education differently and used resources more effectively. Continued efforts are needed to ensure the provision of resources for part-time special education and the use of other forms of early intervention in general education classrooms.

Keywords:

• educational reform
• education finance
• education policy
• inclusive education
• special education

Acknowledgements

This research was supported by funding from the Finnish Ministry of Education and Culture.

Notes

1. This is an administrative term. This option is commonly known as full-time special education but does not necessarily entail a full-time placement in special class or school. Instead, it refers to a significant and continuous need for special support.

2. Extended compulsory education begins one year earlier than typically provided and lasts 11 years, whereas compulsory education normally lasts nine years (Law 628/1998). Pupils in extended compulsory education have severe disabilities (e.g. visual or hearing impairments or severe physical or intellectual disabilities). Pupils with a serious illness may also be educated within extended compulsory education.