City charts experiences in arranging support in education and upbringing
The City of Vantaa collects the opinions of children, the young, guardians, and its own employees on the functionality and sufficiency of the 3-tier support in basic school, vocational studies, early childhood education, and preschool education.
The survey analyses the functionality of the national model that has been used in Vantaa since 2010. The responses will constitute the basis for further development of support in Vantaa.
The analysis began with a survey targeted at 5th—9th-graders on October 8, and other respondents will receive the survey in the course of October. The Centre for Educational Assessment (CEA) at the University of Helsinki implements the survey. The responses will be given anonymously.
The survey will be sent to
Guardians of children in basic education
5th—9th-graders in Vantaa’s basic education
Guardians of children in Vantaa’s municipal early childhood education and preschool education
Students and guardians of students at Vantaa Vocational College Varia.
In the 3-tier basic-education support, students can get general, enhanced or special support for school attendance. In all the above, giving support is based on the Basic Education Act, the Finnish National Board of Education’s instructions and curriculum. Vantaa applies the local-school principle, which means that, if possible, support will primarily take place in the student’s local school in connection with general education or in a small group/special-education class. In addition, Vantaa has city-level special-education classes for students at elementary schools and for those at junior high schools. Vantaa has more small-group instruction than other Finnish municipalities, on average.
“In Vantaa, the principle of arranging support has been that schools decide on the forms of support according to the special-education resources given them. I hope that this survey will give us a comprehensive picture of how arranging support is deemed,” says Ilkka Kalo, director of basic education.
In Varia, the need for support and its implementation are planned when compiling a personal competence development plan for a student. The student will gain special support in vocational and general parts of the degree from a special education teacher, as well as from an occupational instructor in different learning environments.
In early childhood education and preschool education, support will be offered in a child’s everyday environment, immediately when the need for support becomes apparent. In addition, the child may receive structural support measures, assisted by a consultant special teacher, an art educator or assistance service, in early childhood education groups smaller than ordinary.
The results of the survey will be completed at the end of February 2019, and they will be presented to Vantaa’s education committee and city council in spring 2019. A corresponding survey was earlier implemented in the fall, targeted at the employees of basic education, municipal early childhood education, and Varia. Similar surveys have been conducted in basic education in 2013, 2014, and 2015.