The Work of Special Education Teachers in the Tiered Support System : The Finnish Case
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.
Main Authors
Format
Articles
Research article
Published
2023
Series
Subjects
Publication in research information system
Publisher
Routledge, Taylor & Francis
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202110265367Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0031-3831
DOI
https://doi.org/10.1080/00313831.2021.1983649
Language
English
Published in
Scandinavian Journal of Educational Research
Citation
- 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
License
Copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group