disabled children might have fewer behavioural issues in their early years if more schools introduced stringent anti-bullying measures and other support strategies, the researchers conclude.
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Summary of Major Provision Changes to the Disability Act - 0 views
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School can worsen disabled children's behavioural problems, researchers say - Institute... - 0 views
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disability english special ed LD dissertationZ behavioural inclusion issues
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The researchers found that disabled children consistently presented more conduct problems than their non-disabled peers between the ages of 3 and 7. However, the conduct of both groups of children followed the same development pattern, improving between 3 and 5 and then slightly worsening at about age 6.
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The long-term benefits of such interventions could be very substantial, the researchers believe, as behavioural difficulties are likely to compound disabled children's problems and reduce their chances of having a happy and successful adult life.
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The researchers compared non-disabled children with infants who had: a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures) a longstanding limiting illness (such as type 1 diabetes or asthma) special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss). They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age. This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory. They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.
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we should seriously consider the implications of the marked increase in emotional problems for disabled girls, in particular, in terms of future risks such as depression and self-harm."
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At age 3, children with longstanding limiting illnesses and special educational needs were also more likely than non-disabled infants to exhibit the other three negative behaviours that were assessed: difficulties with peers, emotional problems and hyperactivity. But, worryingly, unlike conduct problems, these particular behavioural difficulties became more pronounced among children in these two disability categories between the ages of 3 and 7.
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some early school environments may exacerbate behavioural problems for disabled children in ways that cannot solely be solved by learning support – because the underlying issue is behavioural rather than cognitive," the researchers comment. "Many disabled children find it increasingly difficult to engage with the social world as they pass from toddlers to the mid-primary school age. They also struggle with structured social contexts such as school. We need to gain a better understanding of the effects that schools have if we are to develop environments that do not, in effect, disable children further."
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also recommend that more support is provided for mothers and fathers of children with an impairment or special educational need.
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'Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England', by Rebecca Fauth (NCB), Samantha Parsons (IOE) and Lucinda Platt (LSE), is the latest working paper to be published by the IOE's Department of Quantitative Social Science (QSS). It will be available from the QSS website http://www.ioe.ac.uk/research/departments/qss/35445.html from 9am on Friday, October 3.
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Streaming pupils by ability in primary school widens the attainment gap - Institute of ... - 0 views
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The practice of "streaming" children by ability in the early years of primary school is widening the achievement gap between children from better-off homes and those facing disadvantage
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while relatively high-attaining pupils do better if placed in a top stream than they would in schools which do not have streaming, those given a place in the middle or lower streams do worse than they would if there were no streaming, the research finds.
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streaming in primary schools would appear to increase the gap between higher- and lower-attaining pupils, and also to accentuate socio-economic differences, because more of those from poorer backgrounds tend on average to be in the lower streams.
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a child being placed in a top stream enjoyed a significant positive benefit, in terms of reading, maths and overall results by the end of year two, compared to children who had not been streamed. But pupils placed in middle or bottom streams fared significantly worse in their reading and overall results than those who were not streamed, while those placed in the bottom sets also fared significantly worse than their non-streamed peers in maths.
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pupils, of any given ability level, tended to do better if placed in a class with high-performing peers. It was therefore logical that, in a streamed system in which such classmates were only available to other high-performers, those already adjudged to be doing well enough to be placed in a top stream would tend to benefit disproportionately.
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"Streaming…advantages those who are already high attainers, disadvantaging those who are placed in middle or lower groups who are deprived of working with those who are more advanced."
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Bottom stream pupils are more likely to have behaviour problems, to be from poor backgrounds and to have less educated mothers, the researchers have shown in the past.
Autism Speaks to Washington | Events | Autism Speaks - 0 views
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Mohd Jelas 2010 Learner Diversity and Inclusive Education: A New Paradigm for Teacher E... - 0 views
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The separate teacher education programs for regular and special education do not equip teachers with an integrated knowledge of the expected roles, functions and responsibilities to meet the diversity of learning needs in the classroom. The purpose of this paper is to argue for a new paradigm for the preparation of teachers particularly in the Malaysian context. The discussion will focus on the need for teacher educators of regular and special education at all levels of teacher education to develop a “whole-faculty approach” in facilitating an inclusive pre-service teacher education curriculum embedded across all discipline areas.
People with Disabilities | Education | United Nations Educational, Scientific and Cultu... - 0 views
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Autistic Spectrum Disorders (ASD) - 0 views
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ASD dissertationZ symptoms prevalence UK autism special education UK
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Autistic Spectrum Disorder (ASD) is a term used to describe a number of symptoms and behaviours which affect the way in which a group of people understand and react to the world around them. It's an umbrella term which includes autism, Asperger syndrome and pervasive developmental disorders. All of these autistic spectrum disorders have an onset before the age of three
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Recent research by the Learning Disabilities Observatory indicates that around 20-30% of people with learning disabilities have an ASD.
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All children and adults with an ASD will have the following core symptoms in what is known as the ‘triad’ of impairments:
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1. Non-verbal and verbal communication People with an ASD have difficulty in understanding the communication and language of others, and in communicating themselves. Many children are delayed in learning to speak and a small minority do not develop much functional speech. This does not mean they cannot communicate, as they use other methods to communicate their needs. People with an ASD tend to have a literal understanding of language, so the use of metaphors such as ‘it’s raining cats and dogs’ should be avoided.
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2. Social understanding and social behaviour People with an ASD have difficulty understanding the social behaviour of others and can behave in socially inappropriate ways. People with an ASD have difficulty empathising with others, and as a result are unable to read social contexts. Children with an ASD often find it hard to play and communicate with other children, because of their difficulties with empathy.
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3. Imagining and thinking/behaving flexibly Children with an ASD find it difficult to engage in imaginative play, so they tend to spend more time in solitary play. Children with an ASD can have an excellent memory concerning toys or activities they are passionate about. People with an ASD tend to have particular interests in specific topics or activities, which they may pursue obsessively. People with an ASD often find change difficult to cope with, and have a preference for routine. They may also struggle to transfer skills to other activities.
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Approximately 1% of the population has an autistic spectrum condition. The prevalence rate of autistic spectrum conditions is higher in men than it is in women (1.8% vs. 0.2%). 60-70% of people who have an autistic spectrum condition will also have a learning disability.
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Autism Takes a Huge Leap Forward in Bangladesh | Science News | Autism Speaks - 0 views
www.autismspeaks.org/...s-huge-leap-forward-bangladesh
ASD dissertationZ bangladesh special needs bangladesh south asian education autism
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GAPH-Bangladesh aims to improve services, raise awareness and fund research in the nation. The partnership was launched at an international conference “Autism Spectrum Disorders and Developmental Disabilities in Bangladesh and South East Asia.” In addition to launching GAPH-Bangladesh, those assembled agreed to start the South Asia Autism Network – a multi-national network of governments, organizations, and private citizens committed to combating autism throughout South Asia.
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the governmental representatives and those gathered agreed to adopt the “Dhaka Declaration” which brings attention to the unmet needs of millions of individuals with developmental disabilities and autism. It calls for coordinated action in the region and globally to raise awareness, improve access to quality healthcare and resources, and encourage a more welcoming community. The Dhaka Declaration will serve as a political instrument to mobilize resources and UN agencies for not only the South Asia region, but the world.
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a landmark conference that will help raise awareness, improve early diagnosis and expand the range of services and facilities for individuals with autism. “The stronger this movement grows, the greater will be the pressure on governments to provide more services,” said Gandhi.
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Economic Consequences of Autism in the UK (pdf) - 0 views
www.learningdisabilities.org.uk/...economic_consequences_uk.pdf
dissertationZ english special ed ASD autism
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Learning Disabilities (LD) | Center for Parent Information and Resources - 0 views
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Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include: dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
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there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school.
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school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, reasoning
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instead of using a severe discrepancy approach to determining LD, school systems may provide the student with a research-based intervention and keep close track of the student’s performance. Analyzing the student’s response to that intervention (RTI) may then be considered by school districts in the process of identifying that a child has a learning disability.
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There are also other aspects required when evaluating children for LD. These include observing the student in his or her learning environment (including the regular education setting) to document academic performance and behavior in the areas of difficulty.
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Once a child is evaluated and found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with learning disabilities. It describes the child’s needs and the services that the public school system will provide free of charge to address those needs.
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Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the “Tips for Teachers” section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We’ve listed one central source in the “Resources Especially for Teachers” section.
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Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from “low-tech” equipment such as tape recorders to “high-tech” tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to “write” by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online’s Technology section, at: http://www.ldonline.org/indepth/technology
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"Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the "Tips for Teachers" section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We've listed one central source in the "Resources Especially for Teachers" section. Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online's Technology section, at: http://www.ldonline.org/indepth/technology"
CDC Evaluates How DSM-5 May Affect Estimated Autism Prevalence | Science News | Autism ... - 0 views
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Inclusion (education) - Wikipedia, the free encyclopedia - 0 views
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"Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day.[5] Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class. However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services.
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In Denmark, 99% of students with learning disabilities like 'dyslexia' are placed in general education classrooms.[16] In the United States, three out of five students with learning disabilities spend the majority of their time in the general education classroom
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Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required
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Adequate supports and services for the student Well-designed individualized education programs Professional development for all teachers involved, general and special educators alike Time for teachers to plan, meet, create, and evaluate the students together Reduced class size based on the severity of the student needs Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum Collaboration between parents or guardians, teachers or para educators, specialists, administration, and outside agencies. Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding
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In principle, several factors can determine the success of inclusive classrooms: Family-school partnerships Collaboration between general and special educators Well-constructed plans that identify specific accommodations, modifications, and goals for each student Coordinated planning and communication between "general" and "special needs" staff Integrated service delivery Ongoing training and staff development
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School of Education at Johns Hopkins University-Inclusion of Students with Autism Spect... - 0 views
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inclusion for autism dissertationZ inclusion issues
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if the regular classroom teacher is not fully equipped to provide accommodations for a student with an autism spectrum disorder (ASD), then why discuss the need for inclusion? Why not continue the previous trend of sending all of those students to the "resource room" to be educated by the special education teacher? What can be gained in a larger setting?
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Individuals with an ASD are often recognized first by their ineptness in social interactions with others. They often say things that are inappropriate or they may speak only rarely if at all. In play, they may remain off in a corner inspecting rocks while their peers are carrying on a game of tag. If the student remains in the special educational setting with fewer interactions with mainstream classmates, he will undoubtedly experience little or no growth socially. The child may grow into an adult who has difficulty in the work environment because he has still not learned effective communication skills. The regular educational setting will, of course, only be as effective as the adults who are caring for the child, but with intentional teaching of social skills in this setting, more positive growth is likely.
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Teaching individuals with ASD how to form relationships and understand the feelings of others is likely more important than academic learning when considering the future potential of an individual. Because this is the greatest area of weakness, schools carry an important responsibility to work this into the curriculum whether the student with ASD is in the regular educational setting or the special education classroom. Schools do not always recognize this responsibility. Many professionals do not believe enough attention is being given to the social and emotional needs of children with ASD in the school setting (Bryson, Rogers, & Fombonne, 2003).
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WHO | Environment and health in developing countries - 0 views
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environmental factors are a root cause of a significant burden of death, disease and disability – particularly in developing countries
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A significant proportion of that overall environmental disease burden can be attributed to relatively few key areas of risk. These include: poor water quality, availability, and sanitation; vector-borne diseases; poor ambient and indoor air quality; toxic substances; and global environmental change.
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The resulting impacts are estimated to cause about 25% of death and disease globally, reaching nearly 35% in regions such as sub-Saharan Africa (1). This includes environmental hazards in the work, home and broader community/living environment.
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simple preventive measures exist to reduce the burden of disease from such risks, although systematic incorporation of such measures into policy has been more of a challenge.
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Job prospects bleak for adults with autism | Disability Now - 0 views
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autism dissertationZ employment employability
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The National Autistic Society’s (NAS) Don’t Write Me Off report says that only 15 per cent of adults with autism in the UK are in full-time paid work and that many of those not in work are also excluded from the benefits system and rely on friends and family for financial support. More than a third of those surveyed said that their disability employment adviser’s knowledge of autism was “very bad” or “bad”. Peter Griffin, who has Asperger syndrome and is from Hertfordshire, works on a check-out at a supermarket one day a week. He has a masters degree in astrophysics and would like to teach maths.
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The National Autistic Society’s (NAS) Don’t Write Me Off report says that only 15 per cent of adults with autism in the UK are in full-time paid work and that many of those not in work are also excluded from the benefits system and rely on friends and family for financial support.
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BBC News - How blind Victorians campaigned for inclusive education - 0 views
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Over the past 30 years there has been a greater effort, backed up by law, to integrate disabled children into mainstream education. But in the Victorian era they often attended educational institutions supported through philanthropic fundraising.
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Unhappy about these negative representations of disabled people, an un-named "intellectual blind man" of the era said: "I assure you it is not blindness, but its consequences, which we feel most painfully, and those consequences are often laid on us most heavily by the people who are loudest in their expressions of pity."
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The names of these early activists are all but forgotten today. However, their views on the importance of including, rather than segregating, blind and deaf children, and their powerful advocacy that they should be heard and given appropriate rights, make their views seem strikingly modern.
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"Special education" emerged in Britain and Europe during the second half of the 18th Century. Thomas Braidwood established a school for deaf pupils in Edinburgh in 1764, which moved to Hackney in London in 1783 due to increased demand for places.
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London's School for the Indigent Blind, founded at St George's Fields Southwark in 1799, was by the 1860s educating 160 boys and girls in reading, writing and "useful" trades, intended to provide for their future employment.
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1834 Poor Law Amendment Act, the state subsidised school fees for some pupils so that attendance did not push families into poverty - education was neither free nor compulsory until later in the century
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Charitable schools were founded primarily as residential institutions intended to provide protection, board, lodging and education to their pupils. Yet the practice of shutting away "blind, deaf and dumb" children in so-called "exile schools" was opposed by an increasingly vocal group of activists in the mid 19th Century.
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institutions "immured" their pupils, treating them like prisoners. They were degrading and they perpetuated "pauperism"
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The campaigners noted that inclusion promised to benefit all society, not just the deaf and blind themselves.
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Organisations such as the Association for Promoting the General Welfare of the Blind, founded by Elizabeth Gilbert in 1854, established workshops for blind handicraftsmen so that workers received better prices for their products than for those produced in institutions.
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Whilst the association encouraged basket making, some campaigners claimed that these traditional trades were symbolic of a system that failed to recognise people's potential or range of talents.
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Biography of the Blind, written in 1820 by James Wilson, a self-taught blind man who wrote the book "with a view of rescuing my fellow sufferers from the neglect and obscurity in which many of them are involved."
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Charities were not always appreciated. Activists claimed that too much of the money donated to the dedicated charities went on buildings and non-disabled staff, rather than on the welfare of the blind pupils themselves. Many of them imposed social and moral restrictions on who could apply for assistance. Some campaigners argued that it would be better if the donated money was paid directly to blind people themselves, to enable them to live in their own homes and support their families.
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The education of blind and deaf children in specialist institutions remained the norm until recent years. Far greater effort now goes into integrating disabled children into mainstream schools, and has been backed up by new laws. But integration is not the same as inclusion, and even in 2014 campaigners are still arguing that there is further to go before disabled children are fully included in schools. They say there needs to be greater recognition that they have a right to an education and should be given support in ordinary classes, not in special units.
Don't Teach People With Asperger's Social Skills... - Asperger Experts - 0 views
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Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views
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Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
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statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
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A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
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Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
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third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
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Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
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increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
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nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
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it is understood as a state that has already been achieved, because all that is possible has already been done.
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The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
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Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
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A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
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The academic world of special education has traditionally taken a conservative stance towards inclusion
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First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
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Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
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More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
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If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
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The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
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There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
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In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
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The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
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The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
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the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
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The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
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The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
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The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
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ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
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The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
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During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
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School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
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Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
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The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
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A new profession of special education teachers, professionals without a grade level class responsibility, was established.
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In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
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The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
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From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
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The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
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First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
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Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
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During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
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One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
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An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
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A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
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This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
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The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
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proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
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Year Total SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
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Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
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Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
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During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
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the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
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The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
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While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
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In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
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The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
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The significant distances in the countryside of Finland explain why integration is more common in rural areas.