The inclusive values in the speech of primary school special education teachers and principals in the early stage of three-tiered support system

Authors

• Heli Ketovuori Helsingin yliopisto
• Päivi Pihlaja Itä-Suomen yliopisto
• Lotta Uusitalo Helsingin yliopisto

DOI:

https://doi.org/10.33350/ka.142145

Keywords:

inclusion, values, equality, participation, respect for diversity, community

Abstract

The article examines what inclusion-related values are included in the speech of special education teachers and principals, and how they talk about the implementation of values in the early stages of the reform of special education (2011). The reform of special education is related to inclusion and the launch of three-tier support for pupils in primary schools. The values studied are equality, inclusion, valuing diversity and communality. Slowly changing values form the basis for the knowledge, understanding and skills needed in the work. The realisation of inclusion requires a commitment to inclusive values and their implementation. The interview material was acquired in 2013-2014. The analysis of the material is based on theoretical content analysis. The results show that the interviewees mainly spoke positively about inclusive values, but the implementation of inclusive values did not materialize accordingly. The implementation of equality was hampered by a lack of resources, according to the interviewees. Participation-related agency was emphasized from the perspective of adults, not students. Despite valuing diversity, not all students were part of the local school, and the community spirit narrowed down to adult collaboration. The results of the study provide tools for examining inclusive values in the development of basic education. In addition, the results can be used to identify factors that slow down the implementation of inclusion.