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Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282.

https://www.tandfonline.com/doi/full/10.1080/00313831.2018.1541819

In this research, positive teacher attitudes have been identified as one of the main issues (|EADSNE, 2003, 2012b; UNESCO, 2009, p. 19). It has been concluded that “inclusion largely depends on teachers’ attitudes towards learners with SEN, their view of differences in classrooms and their willingness to respond positively and effectively to those differences”

he results from the survey of Finnish basic school teachers shed new light on some issues regarding teachers’ attitudes towards inclusion; meanwhile, many findings also confirmed results obtained from previous studies. The differences between classroom, subject and special-education teachers proved to be significant and large. The classroom and subject teachers’ sum scores remained below the neutral midpoint, which contradicted the common findings of teacher surveys but fitted with the earlier Finnish studies. The special-education teachers scored above the neutral midpoint, which differs from an earlier study (Moberg, 2003) and possibly indicates a change of attitudes in this group.

Correlation coefficients also provide interesting information (Table 1). For instance, the opinion that inclusion does not create extra work for teachers correlated strongly (r = .58) with a positive view of inclusion in general. This result seems to indicate that the workload considerations play a significant role when teachers evaluate inclusion.

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Pune pre-service teachers concerns about inclusive education

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Pune pre-service teachers concerns about inclusive education

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Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India

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Attitudes and concerns of pre-service teachers regarding implementation of inclusive education were examined. The participants consisted of 480 pre-service teachers enrolled in a one year Bachelor ...

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Fernandes, K. (2022). Inclusive education in practice: disability,‘special needs’ and the (Re) production of normativity in Indian childhoods. Children's Geographies, 1-14.

https://www.tandfonline.com/doi/full/10.1080/14733285.2022.2124845?casa_token=TyUiKnLt0WsAAAAA%3ABIwmwtz1jIRWJxtgSgXVkoq3gHoVyF8Z_1ojyw_wVifQVt5VcfANRNKxNVUJcldOkV9Ng_BlUiQ

"Like non-disabled childhoods, the temporalities of disabled childhoods are often governed by aspirations to and expectations around adulthood. These trajectories of disabled children’s childhoods, however, are also imbibed with multiple simultaneous temporalities, including an anxiety-induced hurrying to catch up to the bodies and minds of their non-disabled peers and a stagnancy that came from waiting to be otherwise, but never fully being so." pg1-2

"In India, over the last three decades, there has been a growing emphasis on the inclusion of disabled students through their integration into ‘regular’ or ‘mainstream’ classrooms (see, for example, Sharma and Das 2015; Singal 2006), as well as an increase in efforts to ensure that children with benchmark disabilities2 can attend special schools (Jha 2010). Within the modern schooling system (consisting of both inclusive education and special schools), which is built and continually stratified based on ability, the disabled child is both produced as a subject and disciplined. Whether in inclusive schooling environments or special schools, disciplinary technologies of schooling continue to produce disabling spaces that uphold normative ideas of what childhoods should resemble, rather than making room for the heterogenous lived realities of disabled childhoods." pg2

"... despite policy and pedagogical attempts to create educational environments that are more inclusive of children with disabilities, the modern schooling system nonetheless is often unable to make room for the diverse needs and lived realities of disabled children." pg2

"a student that did not come with their disability certificate was not counted as disabled. Even though not explicitly verbalized by school administrators, this assumption that disability could– and would– be made visible primarily through a disability certificate (and that it did not exist in the absence of this documentation) reinforced that there was a normative center around which the school ecosystem continued to gravitate." pg6

"Rishabh’s reflections on the nature of friendships, particularly within the space of the schooling system, also underlined the way the physical space of classroom can set– and reinforce– expectations around normative behavior, and by extension around the kinds of behavior that elicit a reprimand." pg9

"Inclusive schooling environments– whether in inclusive or special schools– frequently emphasized the provision of specific skills that students with that disability might need in order to ‘be more like other children.’ This administrative approach to organizing education was rooted both in the desire to ensure that students received adequate support toward a constant expectation of becoming ‘normal’ and in a managerial approach that perceived disability as clear inadequacy. Rather than seeing disability as a source of pride or a valued part of one’s identity, and toward the formation of a community among students, both special and inclusive schools remained concerned primarily with the ways in which knowing and labeling a student’s disability would allow for their bodyminds to be better managed." pg10

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Singh, S., Kumar, S., & Singh, R. K. (2020). A Study of Attitude of Teachers towards Inclusive Education. Shanlax International Journal of Education, 9(1), 189-197.

https://scholar.google.com/scholar?as_ylo=2018&q=inclusive+education+india&hl=en&as_sdt=0,5#d=gs_qabs&t=1669186253453&u=%23p%3DervS4-zaP70J

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Article available in Moodle

Paragraph that points out what research says are teaching beliefs in India and why it is important for us to compare this with what pre-service teachers in Pune actually think: "As early as 1991, Weiner found
that cultural beliefs are key constraints impeding India’s educational progress, including
the deep-rooted belief among teachers and administrators that not all children deserve
or are capable of the same quality of education – particularly ‘low’-caste1 children; teachers’ low regard for teaching as a profession; or their lack of faith in students’ ability to
think independently. However, Batra (2006) points out, these basic belief systems highlighted by Weiner (1991) remain a critical and unaddressed challenge to this day." (p. 10)

Paragraph about how the beliefs are transmitted through generations and education: "Teachers’ beliefs can be seen as a microcosm of wider social values, and teachers are the site where ideological beliefs in Indian society are transacted in the classroom and transmitted to succeeding generations." (p. 12)

Paragraph on the importance of reflection on beliefs and the relation they have with the culture: "Instead of teacher training focusing on changing Indian teachers’ practice along preidentified indicators of what LCE is ‘supposed’ to look like (designed by someone far removed from their actual context), training could focus instead on getting teachers to question existing beliefs reflexively, and could expose them to core learning-centred beliefs resonant with indigenous educational and national ideals." (p.23)

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Kumari, P., Nayan, R., Aggarwal, S. P., & Baswani, G. (2019). Rethinking Teacher Education Programmes for Inclusive Classrooms: Issues and Challenges in India. International Journal of Information and Education Technology, 9(2).

https://scholar.google.com/scholar?cluster=3943294562228668571&hl=en&as_sdt=0,5#d=gs_qabs&t=1669185905093&u=%23p%3DIG7Hpx5WTpoJ

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Article available in Moodle

Paragraph about some of the policies that have been implemented in India to promote LCE: "Like many developing countries, India has been attempting to bring a paradigm shift from ‘teacher-centred’ to ‘learner-centred’ classrooms for decades, through reform efforts such as the Sarva Shiksha Abhiyan (SSA) programme, the National Curriculum Framework (NCF) 2005, and the Right to Education Act (RTE) 2009. These policy frameworks envision a pedagogical approach that gives ‘primacy to children’s experiences, their voices, and their active participation . . . [and] plans learning in keeping with children’s psychological development and interests’ (NCF, 2005: 13)" (p. 343)

Paragraph about the importance of considering and engaging with teachers beliefs: "Dyer et al. (2004) and Clarke (2003) both found that LCE-oriented training programmes failed to have their desired impact because they failed to engage with teachers’ underlying beliefs and cultural models which deeply influenced their teaching. " (p. 345)

Paragraph that could be beneficial to explaining why we are doing the workshops, so that teachers can reflect on their beliefs regarding inclusive education: "One cannot force teachers to adopt certain beliefs, but one can through teacher education create an environment where teachers become aware of their existing (and potentially oppressive) beliefs, can begin to question these beliefs, and choose what kind of beliefs they wish to stand for. " (p. 356)

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https://oula.finna.fi/Record/jultika.nbnfi-fe2022021819786

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Kettunen, M. (Marika); Prokkola, E.-K. (Eeva-Kaisa)

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Differential inclusion through education:reforms and spatial justice in Finnish education policy

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Abstract The paper studies the changing spatial rationalizations of Finnish education policy with a particular focus on upper secondary education, which...

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https://oula.finna.fi/Record/jultika.nbnfi-fe2019090326517

Discussed how inclusive education is implemented in the sparsely populated north of Finland.

"The Finnish Basic Education Act (628/1998) and its Amendments (642/2010) set the principles and norms of basic education, whose main goal is to offer all citizens equal opportunities to receive education, regardless of age, domicile, financial situation, sex, mother tongue or religion. As enacted by law, every student must be given an opportunity to succeed in learning according to their own abilities. Diverse learners, individual starting points of learning and students’ cultural backgrounds must be considered in schoolwork, and special attention must be paid to the early identification of learning barriers and difficulties" (Lakkala et. al, 2019, p.126)

"...the National Core Curriculum for Basic Education was reformed in 2010 and 2014 (FNBE, 2010, 2016). The new curriculum strengthens inclusive education by emphasising children’s right to attend schools located near their homes. Students in basic education, including those with special needs, are expected to receive most of the support required in mainstream settings" (p.127)

"Since 2010, support for learning and schooling in basic education has been organised under general, intensified and special categories. Each learner is provided with support in their school through various flexible arrangements." (p.128)

"Because Finnish children come from various family backgrounds, it is essential to equip them with wide-ranging skills that will enable them to be agents in control of their own lives. This means learning how to use their knowledge and skills in real-life situations (FNBE, 2016). For the transversal entities, the starting point appears to be diversity – when attention is paid to both metacognitive and everyday skills. According to previous research, promoting learners’ metacognitive skills guards against social inequality (Lingard & Mills, 2007). (p.129)

"Finnish teachers’ pedagogical autonomy also makes it possible for them to choose suitable methods and to tailor them to each group that they teach (Eurydice, n.d.). According to previous research, the way in which inclusive education is implemented in classrooms largely depends on teachers’ attitudes towards inclusive education (Braunsteiner & MarianoLapidus, 2017). In a recent study (Saloviita, 2017), the Finnish teachers who participated in the survey (N = 434) commonly used methods that enabled teaching in inclusive classes" (p.130)

"The reforms in Finnish compulsory education have increased the number of students with intensified or special needs who are taught in general education groups" (p.130)

"Väyrynen and Rahko-Ravantti (2014) examined the ways in which northern Finnish teachers have implemented inclusive education in their work. They found that teachers worked collaboratively when possible and adjusted their teaching solutions, depending on the context and situation of the individual environments. Similar results were found in a study exploring Lappish teachers’ perceptions about successful inclusive arrangements (Lakkala et al., 2016). The teachers underlined the importance of positive and collaborative attitudes among teachers, students with diverse needs and all students. Corroborating these results, Pettersson (2017) found that the small schools in northern Finland had a familiar atmosphere, close relationships, collaboration and flexible ways of organising educational activities. According to Pettersson, these small collaborative schools constituted an inner force that combats outer pressures, such as the threat of school closure, the lack of resources and the lack of appreciation from municipal authorities " (p. 132)

"...cultural sensitivity is perceived as an important element of inclusive education (cf. Booth & Ainscow, 2002; Hargreaves, 2000) and is especially relevant in Finnish Lapland where the indigenous Sámi people live. Additionally, 133 the northern local culture as a whole differs from the Finnish mainstream culture because of the traditions of herding reindeer, fishing, hunting and berry picking in the forests. Sodankylä’s local curriculum, which incorporates northern Finnish culture, provides a good example of cultural sensitivity; for instance, students are taught about the eight northern seasons and how they reflect the important elements of nature." (pp. 132-133)

"According to the Basic Education Act (628/1998), § 10, native students living in the Sámi homeland region are entitled to receive instruction mainly in the Sámi language" (p.133)

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Steps towards and challenges of inclusive education in Northern Finland

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Pulkkinen, J., Räikkönen, E., Jahnukainen, M., & Pirttimaa, R. (2020). How do educational reforms change the share of students in special education? Trends in special education in Finland. European Educational Research Journal, 19(4), 364-384.

https://journals.sagepub.com/doi/full/10.1177/1474904119892734?casa_token=dHR4JKf0k_MAAAAA%3AZYOVy7J4nc-tA0jSApIBUPh8SHHB0wMCznjG9kHSPVwmKcSKk51D3CNJ7aWwbB2BGolAFRHxT3U
" Richardson and Powell (2011) reviewed the relationship between inclusive education and the structure of a nation’s education system and found that it is more common in centralised education systems, such as those of Italy and Norway, for students with SEN to be educated in general education classes. In contrast, in decentralised education systems, such as those of Germany and Denmark, segregated placement is more common (Richardson and Powell, 2011)."
"ince the late 1960s, when comprehensive schooling was established, the Finnish system has involved two forms of special education: full-time and part-time (Kivirauma and Ruoho, 2007). Full-time special education targets those students who need regular support; it requires an official decision and can be arranged either in a special class or in a general education class. In contrast, part-time special education is a form of early support that can be provided temporarily and flexibly alongside other teaching in general education settings without any official decision (Finnish National Board of Education (FNBE), 2010). Part-time special education plays an essential role in the Finnish support system and has even been identified as one reason for the success of Finnish students in the PISA study (Kivirauma and Ruoho, 2007)."
"municipalities with a higher total enrolment had a higher share of students in full-time special education and special classes, and a higher share of the population with tertiary-level qualifications was associated with a lower share of students in full-time special education and special classes. Moreover, municipalities in which a higher share of the population speaks a foreign language had a higher share of students in full-time special education, and municipalities with higher tax revenue per capita had a higher share of students in special classes"
"These results are consistent with the literature, which shows that segregated placement is more common in urban and densely populated areas (e.g. Mahitivanichcha and Parrish, 2005; Meijer and de Jager, 2001). Part-time special education, instead, is favoured in small municipalities as it is easier and less expensive to arrange than class-based special education due to the small number of students (Jauhiainen and Kivirauma, 1997)."