Learning and school attendance support in basic education

Instructional arrangements that support the prerequisites for learning include, among others: 

• use of diverse teaching methods, materials and learning environments
• instruction that takes the needs of students and teaching groups into account (e.g. structuring, anticipation and interaction)
• differentiation
• forming teaching groups in such a way that the objectives of instruction can be achieved
• cooperation of the entire staff in supporting the students’ school attendance and participation in teaching
• language-aware teaching that clarifies the language used in different subjects and disciplines  

The aim of general remedial instruction is to help the student achieve the learning objectives and progress in their studies. General remedial instruction aims to prevent difficulties in advance and ensure understanding of the subjects that must be learned.  

As part of general remedial instruction, students are taught learning skills, learning strategies and study methods that support their learning. General remedial instruction can take the form of, for example, students familiarizing themselves with the subjects in advance, or strengthening and reviewing what has already been learned. 

The teachers cooperate to plan, implement and assess the effectiveness of general remedial instruction. General remedial instruction is primarily provided by the class or subject teacher in charge of the teaching group, but it can also be provided by another teacher and several teachers together.  

General remedial instruction can be provided in connection with regular classes, as separate additional classes, in a smaller group or as individual instruction.  General remedial instruction can be targeted at all subjects, and it can also be used to support transversal competence objectives. It can also be used to meet students’ short-term needs for support resulting from absences.  

 The aim of remedial instruction in the language of instruction is to strengthen proficiency in the language of instruction and the understanding and production of texts in different subjects. As its name suggests, remedial instruction in the language of instruction is not directed at strengthening basic language skills, but at proficiency in the language of instruction. The instruction is language-aware and aimed at both the language and content of a subject. It is intended for students who are not proficient enough in the language of instruction to complete the basic education syllabus.  

The teachers cooperate to plan, implement and assess the effectiveness of remedial instruction in the language of instruction. Instruction can be provided by the class or subject teacher or another teacher. Remedial instruction in the language of instruction is provided flexibly in different forms, such as simultaneous or small-group instruction.

Instruction by a special needs teacher as part of other instruction supports and supplements other instruction. It enables accounting for students’ needs as part of the instruction of the teaching group. It is a group-specific form of support, meaning that implementation is planned in accordance with the learning support needs of the entire teaching group or a specific group of students. 

Instruction by a special needs teacher as part of other instruction is planned and implemented in cooperation with other instruction, for example, in the form of simultaneous or joint instruction.  The special needs teacher may also work in the class together with another teacher or with a smaller group in a separate space. The teachers divide the teaching tasks and assess the students’ progress together. If needed, the instruction and forms of support are adapted to suit the students’ support needs.

Instruction by a special needs teacher partially in a small group and as part of other instruction is a student-specific support measure, and as such, its aim is to meet students’ individual needs. The instruction takes place in the student's own teaching group, either as part of or separate from other instruction.  

The primary responsibility for the instruction lies with the class teacher or the subject teacher. Instruction by a special needs teacher partially in a small group and as part of other instruction means that up to half of the classes for a subject can take the form of small-group instruction by a special needs teacher. 

Instruction by a special needs teacher partially in a small group and as part of other instruction is regular and long-term, usually lasting for a term or school year. 

Instruction by a special needs teacher or special class teacher in a small group is the right form of support for a student when the student needs small-group instruction by a special needs teacher for one or more subjects. The instruction by a special needs teacher or special class teacher in a small group takes place in the student's own teaching group, either as part of or separate from other instruction. 

Students receiving small-group instruction study some subjects in a regular class and some in a small group with instruction by a special needs teacher or special class teacher in accordance with an individual plan. Instruction by a special needs teacher or special class teacher in a small group means that more than half of the classes for one or more subjects are carried out in small groups with a special needs teacher/special class teacher. 

The class teacher or subject teacher is responsible for instruction in regular classes, and the special needs teacher is responsible for instruction in a small group. 

Instruction by a special needs teacher/special class teacher in a small group is regular and long-term, usually lasting for a term or school year. 

Instruction by a special class teacher in a special-education class meets the most extensive needs for support. This form of instruction is aimed at students who have comprehensive and extensive learning difficulties that have a broad impact on learning and school attendance.  

Students in special-education classes can participate in regular instruction for individual classes when the student’s and teaching group’s situation allows for it.  

The primary responsibility for the instruction lies with the special class teacher.  

The purpose of interpretation and assistant services as well as various technical aids is to ensure that all students in basic education can participate in instruction, achieve the objectives of basic education and interact with others. 

Interpretation services 

Interpretation services, such as support through sign language or other communication methods during classes, are aimed at students with a hearing, vision or speech impairment.  

Assistant services

Student-specific assistant services are appropriate when instructional arrangements supporting prerequisites for learning or group-specific assistant services are not sufficient for supporting the student’s participation in instruction. The assessment of the need for a student-specific instructor is made in cooperation with the principal, district coordinator and district manager.

Technical aids

Technical aids offered as a student-specific support measure refer to essential personal technical devices or other equipment that helps the student participate in instruction and complete schoolwork. 

N.B.! Medical technical aids are not included.   

The need for technical aids is assessed together with the school and, when required, a multidisciplinary team of experts and an education expert.  

In objective-based studies, the student can study faster or slower than the rest of their year group. In this case, the student’s personal objectives for one or more subjects are recorded in the student’s plan. Progressing in the studies of these subjects requires the approved completion of the objectives.  

N.B.! The student may complete their objective-based studies slower than the rest of their year group only if other student-specific support is found to be inadequate. 

Limiting the syllabus of a subject means that the objectives and contents of the curriculum are reduced in accordance with the student’s capabilities. In this case, the contents to be studied and learning objectives are described in the student’s support plan, and the student’s competence is assessed in relation to these objectives. The assessment is verbal, excluding the final assessment, which is given the grade 5*. 

N.B.! Limiting a subject’s syllabus is only appropriate when the student has, as a student-specific support measure, received instruction by a special needs teacher or a special class teacher in a small group or instruction by a special class teacher in a special-education class for the subject in question, and the support has been found to be inadequate. 

Read more about the impacts of limiting a subject’s syllabus on the national joint application (opintopolku.fi, currently only in Finnish).

It is possible to exempt a student from studying a certain subject for a fixed period of time (up to four months) due to health reasons. As temporary exemption is a last-resort measure, it is only appropriate when other student-specific support measures have been found to be inadequate. In addition, a statement or recommendation from a health care professional is required for exemption. N.B.! Health reasons refer to an injury, illness or limitation in functional capacity. 

In this case, the syllabus studied by the student and the deviations made from it, deviations from the required number of hours according to the student’s year group, student-specific objectives and contents, study progression and assessment of the student’s learning are recorded in the student’s support plan. Once the temporary exemption ends, the studies and their assessment are planned in such a way that the student has the opportunity to demonstrate their competence in diverse ways.

Read more about instructional arrangements made on the basis of an injury, illness or limitation to functional capacity.

Read more: School for All – City of Vantaa – Model for supporting attendance and intervening in school absences (in Finnish) 

For student-specific support measures and deviation from the basic education syllabus or objectives of the curriculum, an assessment of the need for support and, based on the assessment, a plan for the implementation of support must be made for the student. The aim of the assessment of the need for support is to determine whether the student needs the kinds of support measures that require a decision on support. 

The assessment of the need for support describes: 

• the school’s, student’s and guardian’s assessment of the overall situation of the student’s learning and school attendance
• the support received by the student and an assessment of the sufficiency of previous support
• the school’s, student’s and guardian’s assessment of the need for support related to learning and school attendance
• conclusions on the need for learning and school attendance support 

The plan for the implementation of support describes: 

• a plan for how the support is intended to be implemented (pedagogical solutions, implementation and monitoring)
• reasons for the planned support
• the student’s and guardian’s view of the planned support 

The assessment of the need for support and creation of the plan for the implementation of support is the responsibility of the teachers who teach the student in cooperation with the student and guardians. In addition, the cooperation may involve other multidisciplinary and multiprofessional staff, if they are related to the support for the student’s learning and school attendance. 

Making the plans together ensures that both the home and school are informed of the support needed by the student and the instructional arrangements. The assessment of and plan for the implementation of student-specific support is made in Wilma.  

The plan for the implementation of support, its implementation in practice and the sufficiency of the support measures are assessed as required, but at least once per school year.