How are the strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland : From teachers’ perspective

• Main Author: Wang, Minzhi
• Format: Others
• Language: English
• Published: Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD 2018
• Subjects: Teachers’ strategies; participation; inclusion; inclusive schools; children in need of special support; Finland; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40644

Inclusion enable children with special needs pursue their education or activities with their peers who are not disabled. Participation of children can be promoted by inclusion. Teachers are key for developing inclusive schools and improve the participation of children with special needs. The aim of this study is to describe strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland. To study this issue, interviews were conducted with eight participants from these three schools. The ICF-CY model was used to analyze the interview data. Results show that teachers’ strategies of promoting children’s participation in these Finnish ‘inclusive’ schools are diverse, teachers use strategies that focus on children’s environmental factors as well as factors that relate to children themselves. Most of teachers believe strategies that make changes on children environmental factors can help children participate in classroom tasks and activities. Some factors to influence difference of the strategies in different schools were found, different school situations and seems to be a decisive role on teachers’ strategies of improving the participation of the children. This study gives a promising view of the actions that teachers take to promote participation of children in need of special support.