The Work of Special Education Teachers in the Tiered Support System : The Finnish Case
Paloniemi, A., Pulkkinen, J., Kärnä, E., & Björn, P. M. (2023). The Work of Special Education Teachers in the Tiered Support System : The Finnish Case. Scandinavian Journal of Educational Research, 67(1), 35-50. https://doi.org/10.1080/00313831.2021.1983649
Julkaistu sarjassa
Scandinavian Journal of Educational ResearchPäivämäärä
2023Tekijänoikeudet
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
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.
Julkaisija
Routledge, Taylor & FrancisISSN Hae Julkaisufoorumista
0031-3831Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/101579319
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