Pirjo Aunio is a professor in Special Education and head of Active Numeracy –research group. Aunio's research focuses on understanding learning of mathematical skills and learning difficulties in mathematics. Her central aim is to develop ways to identify children with mathematical learning difficulties and methods to support learning of core mathematical skills.
Markku Jahnukainen's research and teaching is focused on 1) transitions and life-courses of individuals with diverse educational needs, and 2) comparative educational policy related to inclusive and special education. Jahnukainen currently serves as consortium PI for a Academy of Finland funded project The cognitive and non-cognitive outcomes of inclusive vs. special education placement: a quasi-experimental follow-up study (INCLUSIVE_TUETTU; 2020-2024).
Minna Törmänen has been working as Guest Professor at the University of Teacher Education in Special Needs in Zurich, Switzerland since 2019. In addition, Törmänen is an adjunct professor in special education at Åbo Akademi University and visiting researcher at University of Helsinki in Finland.
Törmänen's research interests lie in development and individual learning and educational capabilities within persons having special educational needs or being at-risk. The core for her research interests is in learning processes and especially in cognitive processing, like executive functioning and its development, and importantly, in research-based practices i.e., interventions. She has researched both cognitive and curriculum-based interventions in school settings in several different countries and educational systems. Intervention studies in school settings are also connected to broad interests in teacher education and educational systems.
Besides multidisciplinary research on learning capabilities and its background factors Törmänen has applied her research in the field of different pedagogical methods and quality of learning environments including ideologies of inclusion. Her research on inclusive education is based on multidisciplinary and international approach when developing inclusion and equity. Here are keywords for Törmänen's research interests:
Törmänen's research profile is multidisciplinary and international and has been implemented in different projects. Please find more information under University of Teacher Education in Special Needs in Zurich, Switzerland in her research profile and associated projects.
Lotta Uusitalo is a docent and senior university lecturer and the head of the special education section in University of Helsinki. Her research interests lie in positive education, strength-based learning, and student well-being. In addition to scientific articles, she has published a variety of practical materials including the Huomaa hyvä! (See the Good!) series aimed at helping teachers focus on the strengths in their students. At the moment, Lotta runs positive pedagogy intervention programs in early childhood education with her PhD students. Lotta is part of the national HOHTO project promoting special education knowledge to all teacher educators in Finland.
Dr. Kati Sormunen is a University Lecturer at the University of Helsinki. Her professional interests lie in the broad landscape of 21st century learning, especially with inclusive pedagogies and digitally supported learning and methodological issues of learning future-oriented knowledge and skills. Currently, she researches early childhood education and care leaders' perceptions of leading pedagogical practices that support inclusion (INCLEAD-project), and inclusive and pedagogical approaches that support sustainable development in ECEC (Growing Mind, AI & Kids and KETTU – Sustainable future in ECEC projects).
Raisa Ahtiainen, PhD (Ed.), is a postdoctoral researcher and principal investigator (PI) at the Centre for Educational Assessment (CEA). Her research in the field of special and inclusive education focuses on educational change, school development work, co-teaching, and leadership in school and early childhood education and care (ECEC) communities. Raisa has contributed to the establishment of the Leadership in Educational Contexts research and training group (LeadEd) at the Faculty, and she is the coordinator of the LeadEd research seminar. At CEA, Raisa manages projects falling under the theme of leadership, and one of her responsibilities is to plan, implement and coordinate research in them. Raisa is inspired by new research ideas, and she collaborates with a number of researchers from different universities in both Finland and abroad. In addition to her research efforts, Raisa supervises doctoral students and takes part in the planning, development and implementation of education at the Faculty.
Olli-Pekka Malinen is a University Lecturer in Special Education at the University of Helsinki. Currently he also works as a regional expert in Global Innovation Network for Teaching and Learning (GINTL) Coordination Team with primary focus on China partnerships. During his career, Malinen has worked as a researcher, schoolteacher, teacher educator, international education expert, and a vice director of a multidisciplinary research institute. His research themes cover inclusive education, international and comparative research of teacher efficacy, and evidence-based models of teacher professional development. An example of his on-going research activities is the Teacher perceptions, expectations, intentions and behaviours related to inclusive education project that applies the Theory of Planned Behaviour to study teachers’ perspective to inclusive education.
Hanna Lampi (PhD) is a University Lecturer at the University of Helsinki. She is inspired by inclusive pedagogy, co-teaching, interaction, people's participation, equality and global education. Her dissertation (2017) explored the future ideas of children living in different parts of the World. Hanna's goal is to continue longitudinal research on the future drawings of Finnish and Tanzanian children, now grown up. Hanna has worked from early childhood education to junior high school in various class formats and roles. Having worked as a consulting teacher, she knows the Finnish early childhood education and school world well and extensively also in practice.
Juho Honkasilta, PhD (Ed.), is a University Lecturer at the University of Helsinki. In his research on inclusion in education, and medicalization and psychiatrization in education, Honkasilta applies critical sociological approaches such as Disability Studies to investigate phenomena central to Special Education discipline. Dr. Honkasilta strives to understand and make transparent structures, normative assumptions and ableist ideologies that deem the categorization and labelling of difference meaningful and useful – pragmatic – in education practice. The notion of “students with SEN” is an example of such a labelling practice. Dr. Honkasilta’s recent research has focused on the Relative Age Effect on diagnosing and medicating for ADHD, the paradox of inclusion in education in the context of Finnish basic education governance, the functions of ADHD diagnostic entity as a form of governance in top-down and bottom-up processes in institutional and social spheres of life, and on the essentialist nature of ADHD classification in ICD-10, DSM-5 and DSM-5-TR. He is also conducting research lead by Professor Joseph Gagnon on the trends of evidence-based behaviour supports at schools in Finnish basic education. Dr. Honkasilta is also a member of AGORA for the study of Social Justice and Equality in Education research group at the University of Helsinki.
Terhi Vessonen is a doctoral researcher in the Active Numeracy research group. In Vessonen's dissertation, she is studying mathematical word problem-solving skills and the possibilities of 3D learning environments to enhance those skills. Vessonen's background is in special education and thus in the field of research she is especially interested in developing intervention and evaluation methods to assist students with and at risk for mathematical learning difficulties. Quantitative analysis methods are also a one of her keen interests in the field of educational research.
Anssi Vanhala is a physiotherapist and has a master’s degree in exercise physiology. In particular, Vanhala's interests relate to the effects of physical activity on health, cognition, and learning, as well as the mechanisms behind these relationships.
In the Active Early Numeracy –project, Vanhala works as a doctoral researcher, and he is responsible for the longitudinal part of the study. Vanhala's dissertation focuses on the developmental dynamics of physical activity, motor skills, and early numeracy skills in early childhood.
Pinja Jylänki has a Master’s degree in Sport Sciences. Jylänki is especially interested in motor skill learning and development in children. In the past years, children have become more sedentary in their daily life so it is important to understand how it affects early skills and later academic achievements.
In the Active Early Numeracy project, Jylänki works as a doctoral researcher and is responsible for planning the content of the intervention programs. Jylänki is writing her dissertation about active early numeracy interventions.