chapter  6
9 Pages

The directions of Finnish teacher education in the era of the revised Act on Basic Education

Keywords: Finland, special education, reform, Response to Intervention (RTI), collaboration

Since the 1990s, special education has continued its expansion in Finland and it is evident that it has been used as a tool to respond to the increased diversity of learning needs in compulsory education classrooms. During the last few years, however, there has been a systematic attempt to change both the rhetoric and services of additional learning support towards a more inclusive direction through a new special education strategy based on the revised Basic Education Act and updated National Curriculum Guidelines. The reform implies many new requirements for all teachers. We give background to the current situation by referring to our recent research fi ndings from a large-scale study (N = approximately 800) on teachers’ perceptions of inclusive education and self-effi cacy for inclusive practices. We analyze the reform by referring to discussion on Response to Intervention (RTI) models and the fi ndings of meta-studies on effective teaching methods. Finally, we suggest what the key determinants for success may be in this reform and conclude with the discussion of future directions for Finnish teacher education.