The National Core Curriculum for Basic Education (2014) promotes positive differentiation, flexible arrangements in schools, and strong support for all students as part of a good operating culture of a school.


The aim of differentiation of instruction is to promote each pupil´s learning and wellbeing. This may happen by allocating individual learning objectives, individual homework and tasks, different materials to suit individual needs, the use of different amount of independent work and teachers help, or the use of small groups. If differentiation is not a sufficient mean to meet the needs of an individual pupil, teachers may ask for extra support for the pupil. 

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There are two systems to support pupils: Support in learning and school attendance and pupil welfare system. Both systems have a legislative basis in Finland.  These cross-sectoral services are planned and organized in all schools.  

Pupil welfare is planned in local curricula. Each school has an assigned student welfare body that is responsible for the wellbeing of all pupils. The group allocates the school’s resources for remedial teaching and special education resources, as well as for the services of the school psychologist, nurse, and social worker. Whereas in a large school the student welfare body usually includes the principal, the special education teacher, as well as the school psychologist, nurse and social worker, in smaller units some of the services may be available only when needed. The student welfare body meets regularly to discuss general problems and give consultative help for teachers. Individual pupil cases are discussed in individual meetings arranged in co-operation with the parents and the child.  

The Support for learning and school attendance system is also planned in local curricula. The goal is everyday school life that supports learning, which means planning and implementing instruction according to the needs of the students in the class. Every child and student has the right to belong to the group, to participate in common activities and to grow and learn together with their peers. The system of support for learning and school attendance obliges teachers to plan and implement teaching according to the needs of the group. Support given in the group can include differentiation of instruction, parallel and co-teaching, and improving the accessibility of the learning environment.

Students are entitled to forms of group-based support and student-specific support measures if they need them in order to participate in instruction or to complete their studies. 

A student is entitled to get student-specific support measures without delay if forms of group-based support are not sufficient to support their learning or school attendance and they need regular support measures. Student-specific support measures are always subject to evaluation, a plan and an administrative decision.

Student-specific support measures consist of 

• instruction provided by a special educational needs teacher partially in a small group and in connection with other instruction

• instruction given by a special educational needs teacher or a special educational needs class teacher in a small group

• instruction given by a special educational needs class teacher in a special educational needs class 

• the provision of student-specific augmentative and alternative communication services, student specific assistance services and devices and aid

The aim of the system of support for learning and school attendance is to ensure that all students in primary and lower secondary education are able to participate in instruction and complete the entire primary and lower secondary education syllabus.

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