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1.
This study compares the strategies and delivery of education for students with special educational needs in the province of Alberta, Canada, and in the country of Finland, in the European Union. The rationale for comparing these two jurisdictions is grounded by the idea that both of these areas have high general standards of living, a well-developed public education system, and top results in international school achievement tests. The data consists of available educational policy papers, previous research papers, and educational statistics. This article first describes the special education system development and the current situation, followed by the funding system and discussion about the implications and outcomes of different policies. The historical analysis shows that while many similarities exist between Alberta and Finland, there are also some culturally-bound elements present that have strongly affected the progress and the decision-making process related to the organization of the education for students with special needs.  相似文献   

2.
Abstract

Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This article recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in special educational needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive ‘subject’ is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The article explores theoretical frameworks that are essential for recognising meaning in education when subjects cannot be put to work.  相似文献   

3.
There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.  相似文献   

4.
This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Törmänen, who is studying for her PhD at the University of Helsinki, involved sending a questionnaire to 133 special education teachers and undertaking observations. The work of the special education teachers was revealed to consist of three elements: teaching, consulting and background work. Teaching, often focusing on giving support to children who had challenges in the main academic subjects, was realised in small groups, in co‐operative or individual settings. Consultation mainly concerned co‐operation and discussion. Behavioural challenges needed a targeted approach. The main problems experienced by the teachers were the lack of time for consultation and co‐operation, an unclear work profile and too much work. The work of special education teachers was partly inclusive, but also entailed segregative elements. The authors discuss the potential for promoting further steps towards inclusion as well as possible changes in organising special educational provision at school level.  相似文献   

5.
This article examines challenges experienced by teachers of asylum-seeking pupils in Sweden, where the right to education is part of a policy of promoting “normal life” during the asylum process. A theoretical framework contributed a deepened understanding of the teachers’ experiences as street-level bureaucrats. Interviews indicated that institutional factors, lack of training, and insufficient support within the educational system constrained the teachers’ work. They developed strategies for dealing with the dilemma of being impeded in providing education equivalent to that of resident pupils but still struggled with how the asylum process affected classroom work. They were sidelined by a lack of control over the asylum decision, processed outside school. This was a source of moral distress and an additional workload, as catering to asylum-seekers’ needs was left to their discretion. Conflicting goals of educational and immigration policy thus conditioned their work and risked undermining the compensatory pedagogical task.  相似文献   

6.
This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications.  相似文献   

7.
The articles in this section cover special education, and education and professional expertise, which each represent one special research field within education, but cover research during the last few decades from only one of the Nordic countries. The special‐education article reviews research in Sweden, and from three periods, 1956‐1969, 1970‐1979, and 1980 and later. In selecting the studies referred to the author chose to concentrate on educational aspects within the research domain, rather than differentiated from more handicap‐research‐dominated studies. The author argues that the review cannot, therefore, be seen as a complete, rather it should be understood as a summary of some evident trends of during the periods covered. The extensive presentation ends with remarks on some of the most important theoretical and normative perspectives and aspects. The second article examines, from an educational viewpoint, the acquisition of professional expertise and it outlines emerging approaches to such research, particularly in Finland. The first part of the article briefly reviews how expertise has been conceptualized in recent research. The next section deals with the role of higher education in developing expertise from the constructivist perspective in research on learning, and the article that lines current challenges and alternatives for further educational research.  相似文献   

8.
This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes.  相似文献   

9.
This paper focuses on the education of migrant children in Beijing. As of the late 1990s, the Chinese Government has developed several policies to address educational issues among migrant children. The present study analyses data from interviews with key education personnel in Beijing to explore the outcomes of the implementation of such migrant children’s education (MCE) policies and the reasons for variation from policy design. The data suggest that there is poorer equality in terms of education among migrant vs. local children than the government has reported. Migrant children are faced with numerous strict admission procedures for public schools. The Chinese Government has not prioritised educational equality, despite professing to do so. The capability and motivation of local institutions for policy implementation are less adequate than might be expected. Using Honig’s model of policy implementation, this research shows that the outcomes of the MCE policies are a product of interaction between policy design, participants and implementation context.  相似文献   

10.
This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.  相似文献   

11.
The question posed in this article is how differences between the five countries in the organisation of social policy and education are related to the educational opinions of the youth. In short, what we are dealing with here is how and to what extent social structures, ideologies and norms are transmitted to the level of attitudes. The theoretical framework used in the analysis is the welfare state typology by Esping-Andersen. Practically identical data sets were gathered approximately simultaneously in Australia, Finland, Portugal, Spain and Sweden, during January and February 2000. The youths were 15-16 years of age, in the last grade of obligatory education. For the piece of research introduced in this article, five variables and three background variables were chosen. The final pooled data file had 3008 cases (Finland 567, Sweden 413, Spain 788, Portugal 605 and Australia 635). Generally the educational opinions of the youth differed quite clearly along the lines of welfare state regime, although not in every case in the way expected. As the representative of the liberal welfare state mode, Australia clearly differed from the rest of the countries, especially concerning the competitiveness of pupils.  相似文献   

12.
This article examines the challenge of opening and transforming South African education. ‘Openness’ and ‘transformation’ of any education programme in any society are ethicopolitical processes. In the case of South Africa, the transition from an autocratic education system serving the interests of a minority to a more modern and democratic educational dispensation demands a critical rethinking of the meaning of these twin concepts of openness and transformation. The policy of outcomes‐based education (OBE) has been used as a strategy for educational change. This article argues that, although OBE can be understood in the context of the desire for change, the programme’s implementation does not lead to radical opening and qualitative transformation of the South African educational sector. Any pedagogy of radical empowerment through political and deliberate advocacy policies needs to take into consideration the content of the new system of education, the professional quality of the educators, and the calibre of the new learners.  相似文献   

13.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities.  相似文献   

14.
ABSTRACT

In 2010, new amendments regarding special education were made to the Finnish Basic Education Act (642/2010), and they were officially adopted in 2011. The three-tiered support system that was introduced can be considered the Finnish approach to moving education toward a more inclusive system since it emphasises all teachers’ responsibility to deliver support within the regular educational setting, representing a new feature in the policy documents. This has brought about new expectations for special education teachers’ (SETs’) roles. Our research aims to contribute to knowledge about the implementation of the three-tiered support system and SETs’ roles in Swedish-speaking schools in Finland. The data were collected using a questionnaire (N = 158). The results indicate that the SETs have an important role in the three-tiered support system, both as those with the knowledge and those who share this knowledge. The SETs’ role is more evident when it comes to pupils receiving support on the second and third tiers. Although inclusive values are emphasised in the policy documents, the SETs still use most of their time teaching pupils in educational settings that are often relatively segregated (individual or small-group teaching), and for example, co-teaching seems to be a less frequent approach to collaboration.  相似文献   

15.
《师资教育杂志》2012,38(3):215-219
This article explores discourses of research in the ‘academisation’ of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research‐oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education.  相似文献   

16.
Many background factors, such as demography, size of the country and the history development, have created different atmospheres and have influenced philosophies, laws, and procedures for dealing with handicapped students in educational settings in Denmark, Sweden, and the United States of America. Yet, despite the differences, these three countries have developed educational systems that are more similar than different. This report examines both similarities and differences and aims to spread information that could be useful in developing the special education systems of different countries. The authors represent special educational research in the United States of America and Sweden.  相似文献   

17.
The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however, warn against ‘quick fix’ political solutions and of the consequences of ‘uncritical policy transfer’. For an educational policy to be effectively borrowed, it must travel through different stages. In this article we argue that the MTL has been implemented in the hope of quick solutions to long-term difficulties; we also maintain that the MTL has applied distinctly English factors into the Finnish model and was achieving informed policy transfer. Nevertheless, the rapid introduction and withdrawal of the programme has not allowed for the MTL to reach complete policy borrowing.  相似文献   

18.
In international comparative studies like TIMSS data analysis is aimed at differences and similarities among education systems (countries). In this article the outcomes are presented of explorative path analysis on data collected with grade 8 students and classrooms in eight Western and two Central European education systems. For the 10 education systems the resulting general path model explains 19% or less of the variance in achievement in mathematics. In many systems home educational background and students’ attitude towards mathematics have a positive relation with achievement in mathematics, out-of-school activities a negative. Due to the psychometric quality of scales and non-availability of measures of important factors at classroom level (e.g., time on task and teacher’s expectation), no significant results were found of factors that can be manipulated by policy makers.  相似文献   

19.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

20.
For almost 150 years the Scandinavian folk high school has served as an important institution in helping young people in their transition from adolescence to adulthood. In recent decades it has also become an avenue for the education and integration of young adults with special needs. At present, there are in the Scandinavian countries of Sweden, Norway, Denmark, and Finland almost 400 folk high schools, each with an enrolment of about 100 students. Some of these schools are sponsored by handicap organizations and are primarily designed for handicapped students, but include a smaller number of nonhandicapped students. The present article describes in detail some of these schools. Several developing countries in Africa and Asia have initiated educational projects based on the Nordic folk high school concept.  相似文献   

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