Supporting Pupils in Finnish and Swedish Schools - Teacher's Views

Marjatta Takala, Eva Silfver, Yvonne Karlsson, Minna Saarinen

Research output: Contribution to journalArticleScientificpeer-review


The purpose of this study was to investigate the different support systems used by teachers in compulsory education. Class and subject teachers and special educators from Finland (N = 57) and Sweden (N = 57) participated in the study, in which both qualitative and quantitative methods were used. Participants completed an electronic questionnaire to identify the supports and methods they use when working with pupils who have special educational needs. The findings indicate both similarities and differences between the two countries. One of the most common forms of support was individualisation, including pedagogical modifications. Methods of supporting academic skills such as reading differed from those used to support behavioral issues. Positive pedagogy and structuring the environment were used ways of supporting pupils with behavioral challenges. Results for both countries are compared and support needs are discussed.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Issue number3
Pages (from-to)313-332
Number of pages20
Publication statusPublished - 15 Apr 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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