Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland

Over the last two decades, moves toward “inclusion” have prompted change in the formation of education policies, schooling structures and pedagogical practice. Yet, exclusion through the categorisation and segregation of students with diverse abilities has grown; particularly for students with challenging behaviour. This paper considers what has happened to inclusive education by focusing on three educational jurisdictions known to be experiencing different rates of growth in the identification of special educational needs: New South Wales (Australia), Alberta (Canada) and Finland (Europe). In our analysis, we consider the effects of competing policy forces that appear to thwart the development of inclusive schools in two of our case-study regions

Education in the Prevention of Social Exclusion

Social exclusion is a frequently used concept in different youth programs in the European Union. Schools have participated in projects for the prevention of social exclusion. However, the definition of social exclusion is still unclear and it could be used also as a stigmatising label. In this article, the nature of social exclusion as a social phenomena and the preventive, non-stigmatising potential of education will be discussed

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

Peer reviewe

TECHNO-school for Technologically Talented Underachieving Students

Peer reviewe

Erityisopetus ja oppivelvollisuus : Kansakoulun marginaalista yleisopetuksen yhteyteen

Peer reviewe

Perusopetuksen tuen tarjonnan muutokset 1970–2016 – erityisopetuksesta oppimisen ja koulunkäynnin tukeen

Peer reviewe

The factors that contribute educational outcomes of adolescents placed in care due to severe behavioral problems

According to multiple studies, adolescents placed in out-of-home care (OOHC) are less well-educated than their peers in the general population. Reform school (RS) is an institution for youth placed in OOHC due to severe behavioral problems. The educational outcomes of former RS residents are not known. We examined the possible differences in educational level by comparing Finnish national register data for 814 former RS residents in four cohorts (placed in out-of-home care in 1991, 1996, 2001 and 2006) to 4021 of their peers in the general population matched by gender, age, and place of birth. The educational level differences were analyzed by the chi(2) test of association. Logistic regression models were performed to identify the predictors of having a basic education only. Based on the results, individuals with an RS background have a high risk of low education. Among the RS population, being in the youngest cohort, lack of aftercare provided by RSs, and a diagnosis of substance-related disorders predict lower levels of education. These results call for immediate action. Long-term aftercare programs should be provided for former RS residents. Extending compulsory school attendance to upper secondary study is likely to improve the educational level of the RS population. In addition, effective programs for intervening substance abuse problems should be provided both in RS and aftercare. By these actions, it may be possible to reduce current social exclusion and poor long-term prognosis associated with RS placement.Peer reviewe

Erityisopetuksen järjestämisen muutokset kunnissa 2000-luvulla

Peer reviewe