Frequently asked questions about the reform of support for learning
The Basic Education Act will change and impact Finland as a whole. The legislative amendment will affect how Vantaa arranges support for learning and school attendance as of August 2025. Even though the law and concepts change, support remains to be available.
You will find frequently asked questions about the reform of support for learning on this page.
Basic education
What is new?
In the future, the focus on arranging support for learning and school attendance lies on forms of group-specific support. The forms of group-specific support consist of:
- general remedial instruction,
- remedial instruction in the language of instruction,
- instruction by a special needs teacher in connection with general instruction.
If the forms of group-specific support are not enough, a student has the right to receive student-specific support. Student-specific support consists of:
- instruction by a special needs teacher and/or a special class teacher either in connection with general instruction, in a small group, or in a special-education class,
- student-specific interpretation and assistant services,
- technical aids.
The so-called three-tier support (general, intensified, and special support) is abandoned due the reform.
What do the changes mean to students that already have a decision on support?
Support for learning and school attendance will continue unchanged at the beginning of the 2025-2026 school year for students that already have a valid decision on support or a pedagogical document, even though the new legislation enters into force on August 1, 2025.
The legislative amendment includes a transition period, which guarantees that decisions made in accordance with the current legislation on three-tier support will remain valid. The transition period will last up to August 31, 2026. During the transition period, all the plans for enhanced support—in particular, decisions on support and individual competence development plans (HOJKS)—will be revised to comply with the new legislation. This means that the situation of every student that has recorded support measures will be checked, and new appropriate support arrangements will be devised on the basis of the new legislation.
How will the reform affect those that will potentially need a decision on support?
According to the new legislation, a student’s needs for support are primarily met with group-specific forms of support. If these forms of support are not enough, an assessment of the need for student-specific support begins. During the assessment and planning, the support measures with which the student could be best supported are chosen. A decision on support will be then made on the basis of this assessment and plan.
Will special-education classes by discontinued due to the reform?
Instruction in a special-education class still constitutes one support measure, which means that special-education classes will not be discontinued due to the reform. Support for a student is planned and implemented on the basis of their needs; in other words, if a student needs full-time instruction in a special-education class, they continue to have the possibility of it.
Can a guardian apply for a decision related to student-specific support measures?
If the teachers teaching a student think that group-specific forms of support are not enough for the student in question, it is possible to begin assessment of the need for student-specific support. Furthermore, the student’s guardians can also stress that group-specific forms of support are not enough for the student. Assessment of the need for student-specific support is always conducted in cooperation with the student and guardian.
How is Vantaa preparing for the change?
Due to the support reform, the national grounds of the basic education curriculum have been updated, and, therefore, Vantaa’s local basic education curriculum has been specified. At the same time, we are updating the city-level processes and instructions related to support. Teaching staff will be inducted in the reform already during spring 2025, followed by more induction during the 2025-2026 school year.
Who will give me help and additional information?
- School principal, special needs teacher and class teacher/ homeroom teacher
- Education expert Mari Grönroos: you will find the contact information here.
- District coordinators: you will find the contact information here.
Då det gäller ert eget barn får ni svar av den egna rektorn.
På frågor gällande organisering svarar den sakkunniga inom svenskspråkiga serviceområdet: Anders Rosenqvist (e-post: förnamn.efternamn@vantaa.fi)
Upper Secondary Schools and Varia
What will change?
In Upper Secondary Schools, support is divided into two levels: support for learning and special-needs education. What is new in the legislative amendment is special-needs education by a special needs teacher, as well as an administrative decision on it. Before the legislative amendment, Upper Secondary Schools did not make decisions on support but implemented various support measures as part of instruction.
Support for learning is available to all students. Even after the legislative amendment, the main focus stays on support for learning, such as remedial instruction, support during classes, and support courses. In addition, students can also get, for example, extra time for examinations, or guidance and support for study skills. As part of support for learning, a student can also receive light guidance from a special needs teacher. Special-needs education is meant for situations where other forms of support for learning are not sufficient.
The law also stipulates data transfer from basic education to upper secondary education; in other words, if a decision on student-specific support measures has been made for a student in basic school (former decision on special support), information on it shall be delivered to the Upper Secondary School. Read more about this under the paragraph "What happens when a student has received a decision on support in basic school and transfers to Upper Secondary School?" below."
What will not change?
Support for learning continues to be available to all students.
What happens when a student has received a decision on support in basic school and transfers to Upper Secondary School?
If a decision on support has been made for a student in basic school, the documents necessary for instruction must be delivered to the Upper Secondary School. The need for support will be re-assessed at the beginning of Upper Secondary School studies. In other words, the fact that a student has received a decision on support in basic school does not automatically mean that the student will get a decision on support in Upper Secondary School, as well.
In many cases, one can find out that support for learning in Upper Secondary School is sufficient, and the decision on special-needs education made in basic education does not necessarily meet the criteria set for special-needs education in Upper Secondary School. The need for support will be regularly assessed during Upper Secondary School studies, and a decision on special-needs education can be made also at a later stage, if required. The assessment can also utilize, for instance, observation, screening, and tests. A special needs teacher is responsible for the assessment and planning of support measures, while also other teachers and the student in question can be heard while making the assessment. If it is agreed that the student needs special-needs education, an administrative decision on it will be made. Before making the decision, the student and the guardian are heard.
One must also note that support for learning and special-needs education in Upper Secondary School differ from support arranged in basic education: for example, it is not possible to individualize the subject-specific syllabus in Upper Secondary School, and Upper Secondary Schools have no small-group instruction. Instead, support for learning and special-needs education in Upper Secondary School are first and foremost targeted at counseling about study skills.
What do the changes mean to the students that already have received support in Upper Secondary School?
The needs for support and the functioning of the support given regarding those students that have already received support earlier will be regularly assessed during Upper Secondary School studies. If it becomes apparent that the support given has not been enough, and a student needs special-needs education, a decision on special-needs education for the student can be made.
How will the reform affect those that are already studying in Upper Secondary School and will potentially need a decision on support?
Before the legislative amendment, Upper Secondary Schools did not make decisions on support but implemented various support measures as part of instruction. After the legislative amendment, a decision on special-needs education can be made for the student, if it becomes evident that the support given has not been sufficient, and the student needs special-needs education in order to reach the goals set for the Upper Secondary School syllabus. An assessment of the need for support will be made when the need for support becomes evident.
Will the decision on special-needs education affect continuation studies?
The decision will not affect continuation studies. Special-needs education can, of course, help students improve their study skills and, thus, increase their facilities for continuation studies.
Can a student’s competence goals be lightened if a decision on support for the student is made?
It is not possible to change the goals of the Upper Secondary School syllabus. Therefore, a decision on support will not affect the learning goals; the student must reach the same goals as other students.
Can a guardian forbid data on a student’s support from being transferred to Upper Secondary School?
Guardians cannot forbid data on students’ support from being transferred to Upper Secondary School. Compliant with the Compulsory Education Act, the arranger of education has the right to receive such data on students’ earlier studies that are necessary for the arranger of education to perform their duties.
How is the need for support assessed?
The need for support can be assessed by, for example,
- hearing the student,
- analyzing the data on support given earlier,
- utilizing various screenings and tests (e.g., Lukiseula),
- hearing the student’s teachers,
- hearing the student welfare team, when required.
A special needs teacher participates in the assessment.
How is Vantaa preparing for the change?
The process of assessing the need for support and making administrative decisions is planned and prepared during spring 2025. The staff will be inducted into the practices compliant with the amended law already in spring 2025. The required changes in the decision templates provided by the Finnish National Board of Education will be made. The local curriculum will be updated to comply with the legislative amendment in spring 2025. The employees can participate in the webinars arranged by the Finnish National Board of Education in spring 2025. The staff, students, and guardians will be informed about the changes in spring 2025.
Då det gäller er egen studerande får ni svar av den egna rektorn eller den sakkunniga inom svenskspråkiga serviceområdet: Anders Rosenqvist (e-post: förnamn.efternamn@vantaa.fi)
The national reform of the support for vocational education will not enter into force before 2026, which means that changes concerning Vantaa Vocational College Varia will be informed in more detail at a later stage.
Pre-primary education
What is new?
Pre-primary education abandons the so-called three-tier support (general, intensified, and special support). In the future, arranging support for learning in pre-primary education focuses on teaching arrangements that support learning, as well as on group-specific forms of support.
Teaching arrangements refer to, for example, modifying working methods and learning environments, as well as measures related to interaction and anticipating everyday routines.
The forms of group-specific support consist of:
- general remedial instruction,
- remedial instruction in the language of instruction,
- instruction by a special needs teacher in connection with general instruction.
The aim of the teaching arrangements and group-specific support measures is to prevent the need for more intense support from arising. If the forms of group-specific support are not enough, a child has the right to receive child-specific support. The child-specific forms of support consist of:
- regular instruction by a special needs teacher either in connection with general instruction, or in a small group
- full-time instruction by a special needs teacher in a small group,
- child-specific interpretation and assistant services, as well as technical aids.
These changes will be valid as of August 1, 2025.
What do the changes mean to children that already have a decision on support?
The decision on extended compulsory education will remain in force until July 31, 2026. As of August 1, 2026, the concept of extended compulsory education will turn into advanced compulsory education. In this case, the decisions will be made on advanced compulsory education.
As regards early childhood education supplementing pre-primary education, the Act on Early Childhood Education is applied, and support is arranged compliant with the act. In other words, the three-tier support model (general, intensified, and special support) is applied.
How will the reform affect those that will potentially need a decision on support?
According to the new legislation, the child's needs for support are primarily met with group-specific forms of support. If these forms of support are deemed insufficient, an assessment of the need for child-specific support will begin. During the assessment and planning, the support measures with which the child could be best supported are chosen. A decision on support will then be made on the basis of this assessment and plan.
How is the support planned in case of a child that also participates in early childhood education supplementing pre-primary education?
Support for the child is planned while accounted for the entire day.
How is Vantaa preparing for the change?
We are updating the local pre-primary education curriculum, processes and instructions, as well as training the staff as regards the legislative amendments.
Who will give me help and additional information?
Your own pre-primary education place as well as coordinating early childhood education special-needs teachers. You will find the contact information of the coordinating early childhood education special-needs teachers here.
Då det gäller ert eget barn får ni svar av den egna daghemsföreståndaren.
På frågor gällande organisering svarar den sakkunniga inom svenskspråkiga serviceområdet: Eva-Lotta Skogberg (e-post: förnamn.efternamn@vantaa.fi)
