4,372
Views
6
CrossRef citations to date
0
Altmetric
Original Article

Special teachers and the use of co-teaching in Swedish-speaking schools in Finland

ORCID Icon, &

References

  • Åbo Akademi University. (2019). Retrieved from http://studiehandboken.abo.fi/sv/degree-programme/7816
  • Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124.
  • Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416.
  • Barrett, C. A., Stevenson, N. A., & Burns, M. K. (2019). Relationship between disability category, time spent in general education and academic achievement. Educational Studies. doi:10.1080/03055698.2019.1614433
  • Björk-Åman, C., & Sundqvist, C. (2019). Speciallärares organisering av stöd för elevermed inlärningssvårigheter i Svenskfinland [Special education teachers’ organisation of support for pupils with learning disabilities]. NMI Bulletin Svenskt Specialnummer, (Swedish Special Issue), 40–57.
  • Björn, P. M., Aro, M. P., Koponen, K. T., Fuchs, L. S., & Fuchs, D. H. (2016). The many faces of special education within RTI frameworks in the United States and Finland. Learning Disability Quarterly, 39(1), 58–66.
  • Bryant Davis, K. E., Dieker, L., Pearl, C., & Kirkpatrick, R. M. (2012). Planning in the middle: Co-planning between general and special education. Journal of Educational and Psychological Consultation, 22(3), 208–226.
  • Cartey, A., & Farrell, A. M. (2018). Co-teaching in mainstream post-primary mathematics classrooms: An evaluation of models of co-teaching from the perspective of teachers. Support for Learning, 33(2), 101–121.
  • Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16.
  • Finnish basic education act, 642 (2010). Helsinki: Finlex. Retrieved from https://www.finlex.fi/fi/laki/alkup/2010/20100642
  • Finnish National Agency for Education. (2019). Faktaexpress 2019/1. Vilka språk läses I den grundläggande utbildningen? [Facts 2010/1. What languages are studied in the compulsory education?]. Retrieved from https://www.oph.fi/download/195821_FaktaExpress1B_2019.pdf
  • Finnish National Agency of Education. (2018). Stöd för lärande och skolgång [Support for learning and schooling]. Helsinki, Finland: Opetushallitus.
  • Finnish National Agency of Education. (2020). Den grundläggande utbildningen [Basic Education]. Retrieved from https://www.oph.fi/sv/statistik/den-grundlaggande-utbildningen
  • Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Helsinki, Finland: Author.
  • Friend, M., & Barron, T. (2016). Co-teaching as a special education service: Is classroom collaboration a sustainable practice? Educational Practice & Reform, 2, 1–12.
  • Friend, M., Cook, L., Hurley-Chamberlain, D., ., & Shamberg, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27.
  • Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  • Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217.
  • Jahnukainen, M. (2015). Inclusion, integration, or what? A comparative study of school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), 59–72.
  • King-Sears, M. E., Jenkins, M. E., & Brawand, A. E. (2018). Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities. International Journal of Inclusive Education, 22(3), 1–16.
  • Kiuppis, F. (2014). Why (not) associate the principle of inclusion with disability? Tracing connections from the start of the “Salamanca Process”. International Journal of Inclusive Education, 18(7), 746–761.
  • Koury, C. (2014). The effect of co-teaching on the academic outcomes of students with disabilities. A meta-analytic synthesis (Unpublished doctoraldissertation). University of Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699966/m1/2/
  • Krammer, M., Gastner, A., Paleczek, L., Gasteiger-Klicpera, B., & Rossman, P. (2018). Collective self-efficacy exceptions in co-teaching teams – What are the influencing factors. Educational Studies, 44(1), 99–114.
  • Lakkala, S., Uusiautti, S., & Määttä, K. (2016). How to make the neighborhood school for all? Finnish teachers’ perceptions of educational reform aiming towards inclusion. Journal of Research in Special Educational Needs, 16(1), 46–56.
  • Leafstedt, J. M., Richards, C., & Lamonte, M. (2007). Perspectives on co-teaching: Views from high school students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 14, 177–184.
  • Murawski, W. W. (2006). Student outcomes in co-taught secondary English classes: How can we improve? Reading & Writing Quarterly, 22(3), 227–247.
  • Paloniemi, A., Kärnä, E., Pulkkinen, J., & Björn, P. (2018). The work of special needs teachers in the tiered support system – The Finnish case (Forthcoming).
  • Pesonen, H., Itkonen, T., Jahnukainen, M., Kontu, E., Kokko, T., Ojala, T., & Pirttimaa, R. (2015). The implementation of new special education legislation in Finland. Educational Policy, 29(1), 162–178.
  • Please ad to reference list: Hang, Q., & Rabren, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators. Remedial and Special Education, 30(5),259–268. https://doi.org/10.1177/0741932508321018
  • Pugach, M. C., & Winn, J. A. (2011). Research on co-teaching and teaming: An untapped resource for induction. Journal of Special Education Leadership, 24, 36–46.
  • Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203–222.
  • Rivera, E. A., McMahon, S. D., & Keys, C. B. (2014). Collaborative teaching: School implementation and connections with outcomes among students with disabilities. Journal of Prevention & Intervention in the Community, 42(1), 72–85.
  • Saloviita, T. (2018). How common are inclusive educational practices among Finnish teachers? International Journal of Inclusive Education, 22(5), 560–575.
  • Saloviita, T., & Takala, M. (2010). Frequencies of co-teaching in different teacher categories. European Journal of Special Needs Education, 25(4), 389–396.
  • Scruggs, T. E., & Mastropieri, M. A. (2017). Making inclusion work with co-teaching. Teaching Exceptional Children, 49(4), 284–293.
  • Sirkko, R., Takala, M., & Wickman, K. (2018). Co-teaching in northern rural Finnish schools. Education in the North, 25(1–2), 217–238.
  • Statistics Finland. (2011). Comprehensive school pupils receiving part-time special education in the academic year 2009–2010 by primary reason for special education. Helsinki: In OfficialStatistics of Finland (OSF): Special education. Retrieved from http:/www.stat.fi/til/vaerak/2011
  • Statistics Finland. (2019). Special Education. Helsinki, Finland: Author. Retrieved from http://www.stat.fi/til/erop/2018/erop_2018_2019-06-19_tie_001_en.html Helsinki: In Official Statistics of Finland (OSF): Special education.
  • Ström, K., & Hannus-Gullmets, B. (2015). From special (class) teacher to special educator – The Finnish case. In D. L. Cameron & R. Thygesen (Eds.), Transitions in the field of special education. Theoretical perspectives and implications for practice (pp. 115–136). New York, NY: Waxmann.
  • Sundqvist, C., Björk-Åman, C., & Ström, K. (2019). The three-tiered support system and special education teachers’ role in Swedish-speaking schools in Finland. European Journal of Special Needs Education, 34(5), 601–616.
  • Sundqvist, C., & Lönnqvist, E. (2016). Samundervisning som inkluderande arbetssätt i skolan [Co-teaching as inclusive education approach in schools]. Nordic Studies in Education, 35(1), 38–56.
  • Supporting together. (2019). Retrieved from https://tuetaan.wordpress.com/supporting-together/
  • Takala, M., & Uusitalo-Malmivaara, L. (2012). A one-year study of the development of co-teaching in four Finnish schools. European Journal of Special Needs Education, 27(3), 373–390.
  • Thuneberg, H., Hautamäki, J., Ahtiainen, R., Lintuvuori, M., Vainikainen, M.-P., & Hilasvuori, T. (2014). Conceptual change in adopting the nationwide special education strategy in Finland. Journal of Educational Change, 15(1), 37–56.
  • UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Salamanca: Author.
  • Wilson, G. L., & Michaels, C. A. (2006). General and special education students’ perceptions of co-teaching: Implications for secondary-level literacy instruction. Readinand Writing Quarterly: Overcoming Learning Difficulties, 22(3), 205–225.