Osion ääriviiva

  • Tiivistä Laajenna

    Welcome

    • Welcome to the course: Educational support and guidance services in Finland: agency through collaboration 


      Great that you decided to hop on a joint journey that aims to bring quality education to children and young people everywhere!  This course is the fifth of the five Education in Finland - learning for life MOOCs exploring the joy of learning and equal opportunities in Finnish education. The course is suitable for everyone interested in the  high-quality teaching and comprehensive education from ECEC to upper secondary education and work-life needs. In this course you will learn the basic elements of Finnish high-quality support and guidance services as a part of the Finnish education system. There are no requirements for previous studies. The general quidelines can be found on the next tab called "Course instructions".



      Best regards from the course team!

    • After completing the course, you will be able to do the following:


      • describe the nature of support, guidance and counselling in Finland
      • describe special education and inclusive education and guidance practices in Finland
      • become acquainted with Finnish special teacher education and guidance education


    • Authors and course team: 

      Responsible teacher: Liisa Kytölä ( M.A. (Educ.), university teacher)

      Raija Pirttimaa (PhD, docent, senior lecturer) Educational support

      Jukka Lerkkanen (PhD, director of the open university) Guidance and counselling 

      Our warm thanks to everybody who was involved in creating the course.

      Mikko Aro (PhD, professor), Noora Heiskanen (PhD, university researcher), Leena Itkonen (PhD candiate, university teacher), Satu Jokinen (M.A. (Educ.), lector, special needs education teacher), Matti Kuorelahti (PhD, adjunct professor), Marja-Leena Laakso (PhD, professor, vice rector),  Jussi Lounassalo (M.A. (Educ.), guidance counsellor), Noora Nieminen (special education student teacher), Raimo Vuorinen (PhD, adjunct associate professor), Jyri Ylönen (M.A., student counsellor)

      Staff and the pupils from the University of Jyväskylä Teacher Training School, Keljonkangas Comprehensive School and Jyväskylä Educational Consortium Gradia.

      Participants in the production and technical implementation of the course content are Tony Melville (video voiceover) along with Teppo Haapasalo, Kari Toiviainen and Jani Lahtinen from Rotia prkl ltd.,  Hetamedia (Daniel)






    • Copyright of the material: CC-BY-NC-ND

      The copyright to the videos and materials in this course belongs to the authors. You must give appropriate credit and provide a link to the licence. You may not use the material for commercial purposes.  The licence may not give you all of the permission necessary for your intended use. For example, other rights regarding publicity, privacy, or moral rights may limit how you use the material. Copyright of the material: CC-BY-NC-ND

    • Announcements Keskustelualue
  • Tiivistä Laajenna

    Course instructions



    • How and why to study?

       

      Thank you for your interest in this course!   

      To deepen your study experience, register as a student and sign up for the course. Note: Registering for the course requires strong authentication.

      Courses are measured in ECTS credits. One ECTS credit corresponds to about 27 hours of work/studying, including course materials and assignments. You will receive a grade after completing the compulsory assignments. Grading scale: pass/fail. You will get a credit and a course certificate (a transcript of records) from the University of Jyväskylä.

      In this course, you will study in the following ways:

      • watching videos
      • familiarizing yourself with the text material and research articles
      • completing small tasks that support your learning

      Discussions are meant to be suitable for all and arouse common interest in issues which are familiar to all of us. You decide how deeply and how much you write.

      You will reflect on and test what you have learned by completing assignments such as questions and a “final test” (quiz). You can take the quiz as many times as you need to complete it. 

      Please first complete the Starting point question (your goals). After that, you can continue to the first assignment. Remember to complete the Informed consent for research form (one question). You may wish to return to this survey at the end of the course.

      Assignments what you supposed to complete:

      1. Quiz True or False in section Support in Basic Education
      2. Reflective assignment in section  Support and Guidance counselling in Upper Secondary education
      3. Discussion:  Share your ideas in the What  have we learned? section
      4. Educational support and guidance services Multiple choice  quiz as a "final test"  in the What have we learned? section
      5. Feedback

      Instruction: How to viewing videos on computer

      Instructions: Use the Completion Progress bar to keep track of how many assignments you have completed.

  • Tiivistä Laajenna

    1. Introduction

    • A true inclusive education system includes all people regardless of race, ethnicity, gender, or physical, social, or emotional differences.

      According to the Salamanca Statement (1994)  
      • every child has a basic right to education
      • every child has unique characteristics, interests, abilities and learning needs
      • education services should take into account these diverse characteristics and needs

      The need for inclusive education extends to all students in lifelong learning. Pupils and students in an inclusive system should be provided with academic, social, emotional, and physical supports.  Every child,  pupil and student has unique learning needs and these should be acknowledged and supported in education.   

      Guidance and counselling are central to the perspective of pupils, school and society. The guidance forms a continuum that extends throughout the pupil’s years in basic education and upper secondary school to subsequent studies.

      Let’s get to know the life of Daniel, a fictional boy who can show us what kind of support and guidance he has received from childhood to adulthood.


    • Course material:

      Please click: 

      1. European Agency for Special Needs and Inclusive Education Country information for Finland - Legislation and policy.
      2. Support for learning and school attendance - OKM - Ministry of Education and Culture, Finland

      Read also: General education - OKM - Ministry of Education and Culture, Finland

  • Tiivistä Laajenna

    2. Support in Early Childhood Education



    • Early childhood education and care (ECEC) is developed in accordance with the principles of inclusion in Finland. To promote the child’s development, learning and wellbeing, it is important to target support early enough and to prevent problems from emerging. Next, University Researcher Noora Heiskanen explains how we support children’s development in ECEC.


      Reform of legislation (valid from 1 August 2022) and update of the national core curricula for ECEC 2022 (valid from 1 March 2022)

      The changes are related to the development and learning support provided to each child.
      The goal is for children throughout Finland to be in an equal position. The most important thing is the best interests of the child and the right of the child to receive timely and sufficiently strong support.  Consultation and an appreciative encounter between the child and guardian is essential when reflecting on matters of support. The aim is also to describe how the principle of inclusion in early childhood education is implemented, in other words, how all children are enabled to fully participate in early childhood education from their own starting points.

      It is also important for the child that support forms a consistent continuum during early childhood education, as well as when the child starts preschool.  With the change in legislation, the criteria are further defined according to the three-tier model of support levels and forms and how support is provided. In the model of three-tier support, the levels of support for the child are broken down into general, intensified and special support.

      The need for support is assessed on the basis of the need of the individual child. Among other things, the child will be entitled to the aid required to participate in early childhood education. The reform will also be reflected in the personal early childhood education plan for each child. With the new legislation and the national core curriculum for ECEC, this all will be required of every municipality.


      Please, read more information:

      Early childhood education

  • Tiivistä Laajenna

    3. Support in Basic Education



    • All students in Finland have the right to receive the support they need to achieve success. In the next video, Adjunct Professor Matti Kuorelahti, tells us how the special education system is an important a success factor of Finnish schools.


      The Finnish basic education system is based on the philosophy of inclusion, with the aim of education being equal. Pupils with special educational needs are included in mainstream education and in small groups when needed. Education in a special class or school is still possible. However, all children are supported individually to ensure that they can successfully complete their basic education. The available special educational support, which is rather extensive, is characterised by a low threshold and flexibility in getting the support/special education. Teachers make decisions regarding support based on students’ needs observed in everyday pedagogical practice. No formal medical diagnoses are required. Part-time special education is one way to support special educational needs. To learn more about Finnish special education support, listen to Professor Mikko Aro in ‘Support in basic education’.


      Next, special needs education teacher Satu Jokinen tells about her work.


    • Important information: Reform of learning support Sivu
      Opiskelijoiden täytyy
      Merkitse tehdyksi

      Learning support was reformed in pre-primary and basic education as well as in upper secondary education at the beginning of August 2025. The processes and concepts of learning support have also changed. The previous concepts of general, intensified, and special support are no longer used in pre-primary or basic education. Intensive support learning plans, decisions on special support, and personal plans for organizing support must be changed to comply with the new law by August 31, 2026, at the latest.

      Learn more...

    • Read information about Valteri

      Valteri, a national Centre for Learning and Consulting, supports the neighbourhood school principle by offering a wide range of services for general, intensified and special support. Valteri also has six units for pupils with multiple needs in learning and school attendance.  For more information, see Valteri - Support for Learning and School Attendance - YouTube    Support for learning and school attendance - Valteri website

      (Spoken in Finnish, subtitled in English)

    • Course material:

      Please click: Paloniemi, A., Pulkkinen,J., Kärnä, E. & Björn, P.M. (2021).The Work of Special Education Teachers in the Tiered Support System: The Finnish Case. Scandinavian Journal of Educational Research. 


    • Quiz True or false Tentti

      Test your knowledge: Do you agree or disagree with these statements?

      After you have completed the “True or false” assignment, click “Submit all and finish”.
      If all your choices were correct, that’s great! If not, please try the assignment again. Click “Try the quiz again”.

      Saatavilla vasta, kun: Aktiviteetti Starting point on suoritettu
  • Tiivistä Laajenna

    4. Guidance and Counselling throughout the school years



    • To begin, Director of the Open University of Jyväskylä University Jukka Lerkkanen, and  Adjunct associate professor Raimo Vuorinen,  will introduce you to the world of guidance and counselling.  

       


      In the following video, guidance counsellor Jussi Lounassalo describes his daily work as a counsellor in general upper secondary school. 


      In basic education, guidance and counselling are a significant part of a pupil’s support system at all levels, including general, intensified and special. Guidance counselling involves advising on the choice of studies and helping students in all areas of learning, such as learning difficulties. Guidance and counselling are important in the transition points of studies. While guidance counsellors are responsible for coordinating guidance, teachers should guide students in different subjects to help them develop their skills and learning abilities and avoid problems related to their studies.  

      In the following video, student counsellor Jyri Ylönen describes his daily work as a counsellor.


      In the next section, we will provide a brief overview of guidance in upper secondary studies. You will get acquainted more closely with support and guidance and counselling in vocational and general upper secondary education.

    • Course material:


      Please click: Toni, A. & Vuorinen, R. 2020. Lifelong Guidance in Finland. In Career and Career Guidance in the Nordic Countries (ed.), (s.127–143). Career Development Series, Volume:9. 


      Additional material: 

      Competency Framework and Assessment tools for Career Professionals

      CREAR https://retumittari.fi/  (digital service need indicator you can evaluate your situation regarding your studies and career management)

  • Tiivistä Laajenna

    5. Support and Guidance Counselling in Upper Secondary Education

    • General upper secondary and Vocational Education and Training

      In this section, you will get to know some features of Finnish vocational education and training and general upper secondary education. Compulsory education expanded after basic education to include upper secondary education. Support and guidance services become increasingly important.




      You will find more information below.
      You can also sign in the next MOOC 'Upper Secondary Education in Finland: No dead ends' and find deeper information.


    • Please, read more information about Vocational special needs education and training colleges:

      Ameo  Special education through Finland

      You will find more information about support and guidance in vocational education and general upper secondary education:

      Finnish National Agency for Education:  

  • Tiivistä Laajenna

    6. Training to Become a Special Education Teacher and a Student and Study Counsellor



    • Teacher training is one important part of the Finnish success story in education. In Finland, teachers have higher education and autonomy in their work.  Earlier you learned about  a special needs teacher’s thoughts and experiences. Now you will learn more about the special education teacher training in Finland and student experiences of Noora Nieminen.


      In Finland, we have high qualified study and student counsellors. In the next video,  you will learn about education and training in guidance and counselling and meet the university teacher Leena Itkonen, who will say more about it.


    • In-Service Training and Research

      In-service training is offered by different providers. Education providers have the primary responsibility for continuing teacher education.

      To learn more, please see the following:

      Finnish National Agency for Education

      Niilo Mäki Institute 

      VALTERI

      To learn more about teacher training schools in Finland, please read University of Jyväskylä Teacher Training School   (NB! YouTube).

  • Tiivistä Laajenna

    7. Accessibility and guidance in higher education



    • Our university emphasises every student’s success. To achieve this goal, the Student Life concept supports students’ wellbeing and progress in their studies.

      There are also so-called ‘One-Stop Guidance Centres’ (Ohjaamo in Finnish), which offer easy access to information, guidance and advice for students under 30 years of age according to their individual needs. In the centres, young people take a central role in planning their path forward. For more information, please see Ohjaamo.

      Listen to what Professor Marja-Leena Laakso, the university’s vice rector responsible for education, has to say about the Student Life concept. 

      If you wish to know more about the Student Life concept, please click: University of Jyväskylä, Student Life

      Find more information about accessibility at the University of Jyväskylä:  Accessibility and individual services

  • Tiivistä Laajenna

    Course materials



  • Tiivistä Laajenna

    What have we learned?




    • Your studies will soon be completed! Now it’s time to share what you have learned. First, we would be happy to read your thoughts. Please share your ideas.  Write in your own style about the issues you find interesting. Feel free to compare what you have learned with the situation in your own country.


      Secondly, take the multiple-choice quiz that covers the issues from each section. You can take the quiz as many time as you need to complete it.

    • Share your ideas Keskustelualue

      Please tell us in a few words what you have learned. Choose a few points or issues which are meaningful or surprising to you.

      How about your own country? How would you compare your country’s situation to Finland?


      Saatavilla vasta, kun: Aktiviteetti Starting point on suoritettu
    • Educational support and guidance services Multiple choice Tentti
  • Tiivistä Laajenna

    Closing