How do teachers support children with learning disabilities in Finnish comprehensive schools?

Abstract

Extensive research asserts that reading, writing and Math are the major academic domains where children exhibit learning difficulties. However, many researchers advocate that learning difficulties can be overcome by providing early intervention support. Moreover, they also believe that teachers need to be professionally trained to adapt their teaching instructions in a mixed ability classroom. They should be acquainted and well equipped of all those strategies that can be used to support those students whose academic performance is not as good as their high achieving peers. This study investigates the effective strategies which are being used in Finnish schools to support children with learning difficulties. This study also investigates the important factors involved in successful implementation of those strategies.

Five participants were interviewed for this purpose. Participants include general class teacher, special education teachers and a graduate from teachers training program in Finland. All participant teachers have been teaching in regional teachers training school of Finland. Additionally, several observations are recoded during observation period in different classrooms with different teachers.

The results indicate that learning needs of students are the priority of Finnish teachers. Learning support is provided to all students depending on their learning needs. The research also reveals that provision of appropriate support is made possible by strengthening cooperation amongst teachers and by enforcing parental involvement in their children’s academic affairs.