A newly published study, based on data from the Academy of Finland-funded Tuettu study, analyzed the association between the location of students’ support and students’ performance in mathematical and literacy tasks. Data from 160 fourth-grade students with special educational needs were used. The results showed no statistically significant performance differences between the locations where support was provided. This is in line with previous findings, although the inclusiveness of the support settings was not examined. The quality of education is important for all students, and the development of literacy and mathematical skills in particular has an impact on school pathways and futures.
This news is based on a recent publication (in Finnish):
Lintuvuori, M., Hienonen, N., Kilpi, N., Oinas, S., Asikainen, M., & Jahnukainen, M. (2024). Erityistä tukea saavien oppilaiden osaaminen tuen eri toteutuspaikoissa yleisopetuksesta erityisluokkaan. Kasvatus, 55(5), 473–490. https://doi.org/10.33348/kvt.154618