Supporting Pupils in Finnish and Swedish Schools—Teachers’ Views

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.

KEYWORDS:

• Support
• Finland
• Sweden
• inclusion

Acknowledgments

We are grateful to the teachers in both countries, who generously gave their time to respond to our questions. The content is solely the responsibility of the authors and does not necessarily represent the official views of their Universities.

Disclosure statement

No potential conflict of interest was reported by the authors.