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. 

Back to top

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. This service system consists of three levels: general support for minor learning problems, intensified support for special problems, and special support. The latter consists of special needs education, and requires a separate decision made by the education provider to be issued to a pupil. General and intensified support may include individual or group teaching by the special teacher, special materials, or other arrangements, depending on what is appropriate.  In turn, special support can be provided in the regular classroom or in a small group. Special needs education follows the pupil´s individual educational plan. 

Back to top