The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

Autor/inn/en	Paloniemi, Annukka; Pulkkinen, Jonna; Kärnä, Eija; Björn, Piia Maria
Titel	The Work of Special Education Teachers in the Tiered Support System: The Finnish Case
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paloniemi, Annukka) ORCID (Pulkkinen, Jonna) ORCID (Kärnä, Eija) ORCID (Björn, Piia Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1983649
Schlagwörter	Special Education Teachers; Multi Tiered Systems of Support; Foreign Countries; Elementary Schools; Teacher Attitudes; Teacher Collaboration; Teaching Conditions; Teacher Role; Teacher Responsibility; Curriculum; Faculty Workload; Finland + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Lehrerkooperation; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrolle; Lehrverpflichtung; Curricula; Lehrplan; Rahmenplan; Finnland
Abstract	This study investigated primary school special education teachers' (SETs') (N = 283) conceptions on their work descriptions and uses of pedagogical documents after a reform in the national support framework. The respondents of this survey reported working mostly in Tiers 1 and 2 when all their tasks (instruction, consultation, and managerial tasks) were considered. The responsibilities of the SETs were, however, more clearly defined in Tier 3. The SETs allocate their work autonomously, but their work description is related to their workload. Clarifications in work descriptions and further elaboration of school's tiered support functions, emphasizing collaborative practices, are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01