Special education teachers’ work in part-time special education

Authors

• Riikka Sirkko Oulun yliopisto, Kasvatustieteden ja psykologian tiedekunta https://orcid.org/0000-0001-5794-3665
• Ninnu Kotilainen Oulun yliopisto, Kasvatustieteden ja psykologian tiedekunta
• Marjatta Takala Oulun yliopisto, Kasvatustieteiden ja psykologian laitos https://orcid.org/0000-0002-6384-5735

DOI: https://doi.org/10.33350/ka.128889

Keywords:

part-time special education, special education teacher, work description, work development, inclusive education

Abstract

Part-time special education has had a central role in supporting students in mainstream education since the beginning of Finnish comprehensive school. As the number of students in need of support has risen, the content of special education teachers’ work has changed, and there have been concerns regarding the breadth of their job description. In our research, we study the views of special education teachers about their job description and their suggestions on how to improve it. The data for this research consists of 249 special education teachers’ responses to an electronic questionnaire. Our data enables comparisons between elementary and lower secondary school special education teachers’ views. The data for the study was collected with a questionnaire that was distributed in special education groups on Facebook in December 2022 and January 2023. By means of content analysis, three categories describing the content of the work were created. These were 1) teaching and supporting students, 2) collaboration in support and consultation and multiprofessional collaboration, and 3) work development, follow up and planning. We also detected three areas which the respondents saw in need of improvement. These were 1) limiting the number of work assignments, 2) developing work through legislation, and 3) emphasizing a student-centred work approach. We conclude that the work of special education teachers focuses not only on supporting students but also on supporting teachers. Early intervention is possible through collaboration. According to special education teachers, flexible support requires changes to the job description. Special education teachers have a key role in developing inclusive schools.