The pupil receives assistance in overcoming learning difficulties with the help of different support measures according to the nature and extent of his or her difficulties. An early recognition of learning difficulties is vital for immediate and effective support measures to be taken into cooperation with the parents or guardians.
Pupils whose growth, development and prerequisites for learning have been weakened due to disability, sickness or incapacity need special instructional support. Pupils who need psychological or social support also need special support. This also goes also for pupils who, according to educational and pupil welfare experts and the parents or guardians, face learning-related risk factors.
Special education is defined in the core curriculum for basic education. It is arranged primarily in the pupil’s own school or in another school within the area of joint activities.
Should the pupil need more support than is possible to arrange in this way, the pupil’s education will be carried out in the form of special education.
Schools develop their educational culture in order to make the pupils with special needs equal members of the school community. The school-specific curriculum defines how learning is made possible for different pupils and how specific needs of the pupils can be taken into consideration.
All schools are capable of helping the pupils by using different teaching arrangements and ordinary support measures taken in the school. If needed, the schools aim to arrange special support measures. Part-time special education is given to a pupil with minor learning or adjustment difficulties. Part-time special education is arranged simultaneously with class instruction, either in a small group or individually. It is adjusted to the objectives of all instruction the pupil is receiving. Special measures are planned in cooperation with the parents or guardians.