The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland

Abstract

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice.

Keywords:

• inclusion
• special education
• educational reform
• school staff's perception
• Finland

Notes on contributors

Birgit Paju is special needs teacher and Ph.D. candidate in the Department of Teacher Education at the University of Helsinki. Her main research interests are in the area of inclusive education and school staff members’ professional development.

Lauri Räty is special needs teacher and Ph.D. candidate in the Department of Education at the University of Jyvaskyla. His research interests are the education of students with intellectual disabilities.

Raija A. Pirttimaa, Ph.D., is a professor of special education in the Department of Education at the University of Jyvaskyla and an adjunct professor at the University of Helsinki. Her focus is education of students with severe developmental and intellectual disabilities. She is interested in supported adult education (TVET) and supported employment.

Elina Kontu, Ph.D., is University Lecturer (1999–) and Principal Investigator of Special education at the Department of Teacher Education, University of Helsinki, and Adjunct Professor of special needs in early childhood at the University of Turku.