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dc.contributor.authorAhtiainen, Raisa
dc.contributor.authorPulkkinen, Jonna
dc.contributor.authorJahnukainen, Markku
dc.date.accessioned2021-11-24T06:05:55Z
dc.date.available2021-11-24T06:05:55Z
dc.date.issued2021
dc.identifier.citationAhtiainen, R., Pulkkinen, J., & Jahnukainen, M. (2021). The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland. <i>Education Sciences</i>, <i>11</i>(11), Article 750. <a href="https://doi.org/10.3390/educsci11110750" target="_blank">https://doi.org/10.3390/educsci11110750</a>
dc.identifier.otherCONVID_101953145
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78777
dc.description.abstractIn recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesEducation Sciences
dc.rightsCC BY 4.0
dc.subject.otherSuomi
dc.subject.othereducational support
dc.subject.otherinclusive education
dc.subject.otherspecial education
dc.subject.otherreform
dc.subject.othereducation policy
dc.subject.otherFinland
dc.titleThe 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202111245785
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries11
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 by the authors. Licensee MDPI, Basel, Switzerland
dc.rights.accesslevelopenAccessfi
dc.subject.ysokoulutuspolitiikka
dc.subject.ysoerityinen tuki
dc.subject.ysoerityisopetus
dc.subject.ysokolmiportainen tuki
dc.subject.ysokoulunuudistus
dc.subject.ysoinkluusio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p249
jyx.subject.urihttp://www.yso.fi/onto/yso/p28737
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p28718
jyx.subject.urihttp://www.yso.fi/onto/yso/p11222
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci11110750
jyx.fundinginformationThis research received no external funding.


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