Teacher Training and Readiness for Inclusive and Special Education in Finnish Early Childhood Education

Abstract

Inclusive education is a key principle in the Finnish education system. This means that all children, even those with special needs, immigrants, and children from different socio-economic and linguistic backgrounds, can get help in mainstream early childhood education (ECE) settings. Finnish early childhood educators (Varhaiskasvatuksen opettaja) play a crucial role in implementing inclusive practices. However, their training, knowledge, and preparation to work with special children can vary, affecting the quality of inclusive education. Therefore, research on teacher training programs, the level of teachers' readiness for inclusive learning environments and the challenges that exist in achieving this goal seem necessary. This literature review will explore research studies related to Finnish early childhood educators’ readiness for inclusive education, focusing on their training, attitude, Implementation and challenges. In other words, the aim of this literature review is to provide a broad picture of the existing research on the current state of teacher training and the readiness of educators in implementing inclusive practices. This method will help to identify the gaps within literature that can guide future investigations.