Special education in Swedish and Finnish schools: seeing the forest or the trees?

• Autores: Marjatta Takala, Astrid Ahl
• Localización: British journal of special education, ISSN 0952-3383, Vol. 41, Nº. 1, 2014, págs. 59-81
• Idioma: inglés
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• Resumen

  • The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.