Group items tagged

Acceptances or transfers to special education In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years. From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.

Comprehensive school In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.

1. Severely delayed development The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised. 2. Slightly delayed development The grounds for acceptance or transfer to special education are slight delay in the pupil's development. 3. Varying degrees of cerebral dysfunction, physical disability or similar The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome. 4. Emotional disturbance or social maladjustment The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment. 5. Learning difficulties related to autism or the Asperger's syndrome The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome. 6. Learning difficulties caused by impaired linguistic development (dysphasia) The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia). 7. Visual impairment The grounds for acceptance or transfer to special education are the pupil's visual impairment. 8. Hearing impairment The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment. 9. Other than reasons listed above The grounds for acceptance or transfer to special education are some other reasons not listed above. The grounds for special education were based on the decision concerning acceptance or transfer to special education.

Up to half of those students who complete their compulsory Finnish education at the age of 16 will have been in special education at some point in their school careers. Just chew on that for a moment. Given this reality, Pasi Sahlberg -- the author of Finnish Lessons -- concludes that special education “is nothing special anymore for students.” (Sahlberg, 2011) When students witness many of their classmates receiving extra support, special education loses its stigma. It’s not just the children who think differently about it. Teachers are more comfortable with the idea of students receiving extra help when they need it.

aided by a special education teacher for two hours of lessons each week. Although this teacher constantly has his eyes on students with documented special needs, he’s regularly working with other students in my class.  The special education teacher works flexibly. Sometimes he’s circulating around the classroom, offering help to those who need it. At other times, he’s working with a student one-on-one at a desk in the hallway.

my colleague is not a paraprofessional. When I worked at a public school in Massachusetts, paraprofessionals were the ones who most commonly worked with students with special needs in the general classroom.. Oftentimes, these were adults without formal teacher-training. Furthermore, they were paid about half as much as classroom teachers. These two factors seemed to make it difficult for teachers and paraprofessionals to see eye-to-eye and collaborate. Although they were both expected to care for the students in the class, one adult had more professional authority than the other.

Since 2011, support to learning for comprehensive school pupils has been divided into general, intensified and special support. If intensified support is not sufficient, special support is provided. After the legislation amendment, the share of pupils having received intensified support has grown yearly. The number of pupils having received special support has gone down every year. These data derive from Statistics Finland’s education statistics.

Three out of four pupils in intensified support received part-time special education Seventy-four per cent of the pupils who received intensified support in 2013 received part-time special education, 57 per cent remedial teaching, and 42 per cent special needs assistance and/or interpretation services. Thirty-seven per cent of the pupils who received special support received part-time special education, 34 per cent remedial teaching, and 57 per cent special needs assistance and/or interpretation services. Twenty-seven per cent of the pupils receiving special support had extended duration of compulsory education.

One-fifth of comprehensive schools pupils received part-time special education in the academic year 2012 to 2013

In this article, education policy is analysed from a welfare state perspective

analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies

institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal

The concept originally came from the Danish writer, poet, philosopher and pastor N. F. S. Grundtvig

Folk high schools in Germany and Sweden are in fact much closer to the institutions known as folkeuniversitet or folkuniversitet in Norway and Denmark which provide adult education. However, unlike the folkuniversitet, folk high schools in Sweden are not connected to a regular university.

This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden.

In general, findings revealed that preschool teachers held positive attitudes towards children with autism,

teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms

Malaysia apparently has the best English language speakers in Asia, beating out Singapore, India, Sri Lanka, Taiwan, China and Kazakhstan - according to a Singapore-based English Language school.

The school, Education First, which released the findings of their English Proficiency Index on their website Wednesday, ranked Malaysia as having the highest level of English proficiency out of 13 countries in Asia.

On the global scale, Malaysia was ranked 11th out of 60 countries, with four of the top five slots going to Scandinavian countries, with Sweden and Norway taking the top two spots and Malaysia outperforming Singapore, Belgium, Germany, Latvia and Switzerland - countries which took the 12th, 13th, 14th, 15th and 16th spots respectively.

in the nordic egalitarian system,(Finland, Sweden, Norway) equality is important. This means for example no tuition fees for full-time students and free meals are served to pupils

Most of the pupils attend to public schools. There are private schools but they are made unattractive by legislation

Academies (previously known as city academies) are a new type of school introduced in 2000 by the New Labour government of Tony Blair

not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.

The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 

In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing). 

“We must have higher ambitions than staying around the average level among OECD (Organisation for Economic Co-operation and Development) countries,” declared the Minister at Tuesday’s press conference in Oslo.

Norway is within the OECD (mean) average bracket when it comes to the sciences (494), and slightly below it in math (501). But these are still not results, “we can be satisfied with,” added Minister Isaksen.

The PISA 2012 survey results were slightly different when it came to Norwegian students’ reading skills. They have improved since the last time, albeit just slightly, with 503 in 2009, against 504 now – though female pupils still did better than their male peers.