Ahlberg A

Ahonen S

Ainscow M.

Andreasson I

Berge B.-M

Berhanu G

Blomqvist P

Bronfenbrenber U

Bronfenbrenner U

Brownell M.T.

Conderman G.

De Arment S.

Dobbins N.

Farrell M

Finnish National Board on Education

Forlin C

Greenwood D.J

Gresalfi M.

Halinen I.

Hofvendahl J

Jakku- Sihvonen R.

Kalenga R.C.

Kallioniemi A.

Kansanen P

Kivirauma J

Lindensjö B.

Lindqvist G

Meyers A.B.

Miles M.B.

Ministry of Education and Culture

Odom S.L.

Panula A.-M

Pearson S

Persson B

Pickering A

Ramberg J

Runswick-Cole K.

Sahlberg P

Schilling J

Simola H

Sindelar P.

Ståhle Y

Swedish National Agency for Education

Swedish National Agency for Higher Education. (Högskoleverket HSV)

Takala M.

The Swedish National Commission for UNESCO

Tuomi J.

Van Manen M

Education Inquiry

English

In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child’s right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.</p

Takala, Marjatta,

Wickman, Kim,

Uusitalo-Malmivaara, Lotta,

Lundström, Agneta,

Swepub

Becoming a special educator [Elektronisk resurs] : Finnish and Swedish students' views of their future profession

In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child’s right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed

Takala, Marjatta

Wickman, Kim

Uusitalo-Malmivaara, Lotta

Lundström, Agneta

Digitala Vetenskapliga Arkivet - Academic Archive On-line

Becoming a special educator : Finnish and Swedish students' views of their future profession

Helsingin yliopiston digitaalinen arkisto

Becoming a special educator – Finnish and Swedish students' views of their future profession

Publikationer från Umeå universitet

Academic Archive On-line (Umeå University, Sweden)

Marjatta Takala

Kim Wickman

Lotta Uusitalo-Malmivaara

Agneta Lundström

Crossref

Becoming a special educator – Finnish and Swedish students’ views on their future professions

https://helda.helsinki.fi/bitstream/10138/231732/1/Becoming_a_special_educator_Finnish_and_Swedish_students_views_on_their_future_professions.pdf

Becoming a special educator – Finnish and Swedish students' views of their future profession

Abstract

Similar works

Full text

Available Versions