Special Education Problems

1280 Words6 Pages
Problems and issues dealing children with special education needs in the classroom
1. Introduction
This research have discusses about definition of Problems and
Issues dealing children with special person means it need to give well
Services education for those who are disability person in private classroom
Needs in the classroom. And mainly this research is concerning special needs education system in Finland . According to Finnish leaning states that the Educational results of Finnish tests are performed by 15-year-olds in 32 OECD countries. In 2003, Finland ranked first in reading, and in 2006 first In science and second in mathematics and reading. Finnish children did not Perform poorly at all in PISA tests, at least partly because
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Finland seems to have the world record in the number of students receiving full-time special
Education, and this number is gradually increasing (Vislie, 2003; Statistics
Finland, 2008). In reality, therefore, Finnish education seems not to be very
Inclusive, because of the high number of children in special education. 2. Discussion and presentation
Special education as part of the educational system in Finland
Finnish children go to school when they are seven years old. They can start preschool at the age of six, but it is not compulsory. Primary education lasts six years and secondary three years. After secondary school, pupils can either continue their studies in upper secondary school or go to a vocational school. A free school meal is offered to everyone every day. Finnish teachers are well educated; from 1980 all class teachers have had to obtain a master’s degree.
The programmes of study for special education teachers are nearly homogeneous in all Finnish universities offering this training, concentrating mainly on reading, writing, language and mathematical and behavioural issues. Special education teachers have a slightly higher
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Some children suffer from being separated from the class; they feel stigmatized. When leaving the class, pupils miss what is being taught. A small group does not always offer enough time per pupil. Teachers also underlined that there is not enough time to plan lessons with the other
Teachers.
Especially at the secondary or higher stages, special education
Teachers are required to help with various subjects and they mentioned that
Their subject knowledge is often not sufficient. Co-operative teaching some
Teachers thought that spending time with the whole class helps them to
Become better acquainted with their pupils. It was also noted that two
Teachers can do more than one in a class,
And thus more pupils receive support. When pupils stay in the classroom, they do not miss a lesson and They receive everything that the others receive. The lessons are also better designed when two teachers are involved. Turning now to the teachers’ Negative perceptions, there is seldom enough time for planning the lessons together; and, often as a result of this, the special education teacher works more like an assistant and feels his/her resources are wasted. Teachers often are not used to working with
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