Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland
Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland
Individualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland Peer Hull Kristensen, and Jarkko HautamakiReport Prepared for SITRA, Helsinki. October 2010Executive SummaryThe welfare state is in transition. Schooling in the broadest sense is increasingly a necessary condition for employability and. with it, active and honorable membership in society. Redistrib Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandution from market "winners" to market "losers’— the key insurance mechanism in the traditional welfare state—is diminishing in relative importance asIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
a guarantor of decent social inclusion. Underlying the widespread realization of the requirement for life-long learning, and the increasing emphasis oIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandovide effective enabling or capacitating services, tailored to particular needs, to equip individuals and families to mitigate risks against which they cannot be reliably insured. The shift away from insurance and towards skill-based risk mitigation, moreover, can increase the productivity of the ec Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandonomy as well as its capacity for innovation: the increased availability of skills makes firms more flexible, allowing them to undertake novel projectIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
s that would have previously overtaxed their ability to respond to unfamiliar situations. To the extent that increases in individual skill levels reshIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandtating servicers of each can contribute to the prosperity of all.Against this backdrop the impressive success of the Finnish school system commands attention. Finnish 15-year olds regularly outperform their peers in other advanced countries in the demanding PISA tests of reading, mathematics, proble Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandm solving and scientific knowledge. The distribution of these results strongly suggests that schooling in Finland is contributing greatly to socialsolIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
idarity: The variance or divergence from the mean result, of individual students’ results is smaller in Finland than in any other country, as IS the vIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandt of the test takers, the next highest 20 percent, and so on) outscores the corresponding quintile in other countries, it is the bottom quintile of Finnish students who outperform the most, and thereby raises the mean to the top of the international league tables. As this outcome suggests, the influ Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandence of the parents' social and economic status (SES) of their test performance of their children, while still detectable in Finland, is more attenuatIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
ed there than anywhere else.The Finnish school system is thus an institution for disrupting the transmission of inequality in life chances from one geIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandsh students place, arguably demonstrates capacity for life-long learning) the school system provides an essential capacitating service that reduces the risk of inequality and exclusion within each generational cohort. Understanding how the Finnish school system produces these results is thus likely Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandto shed significant light not only on the conditions for success of a fundamental building block of the new welfare state—primary and secondary schoolIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
s—but also on the encompassing question of how to institutionalize effective capacitating services.Current explanations of the PISA success focus almoIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandthe organization of and activities in schools and classrooms. The standard explanations attribute the success of Finnish schools to a homogeneous society that values education; highly competent, well-trained teachers with prestige and professional autonomy in the classroom: a national curriculum tha Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandt sets guidelines in the absence of high-stakes testing, with a corresponding reliance on the judgment of teachers to guide pedagogy; and the societalIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
commitment to equity and equality. There IS no doubt something to each of these explanations. But none of these explanations alone bears the weight pIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandvidently crucial educational success.First. Finland's impressive educational performance is a relatively recent development of the last decades, not a traditional feature of the society. Second, even within Finland’s immediate Nordic neighborhood there are countries with relatively homogeneous popul Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandations, egalitarian traditions, commitments to education for all (as measured by expenditures per student) at least equal to Finland’s, and similar coIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
mbinations of national curricula and deep respect for school autonomy, that do not do well on the PISA tests. Third, although the Finnish system does Individualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandrtiary school (university), teachers do rely heavily on the information from frequent, low-stakes diagnostic tests. A standard battery of tests is given to all children at ages 21/2 and 6 to help identify cognitive deficits and to anticipate learning difficulties; and classroom teachers in turn use Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandlow-stakes formative and diagnostic tests frequently, witti the aim of indicating where, at what step in problem solving, a breakdown occurred, and toIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
help suggest how to overcome it. These tests are created and continually refined by research institutes that specialize in cognitive development and Individualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandoration between teachers and test makers in developing tests that facilitate student assessment has not been recognized in reviews of the system.The other underexposed aspect of Finland's school system is special education. Some 30 percent of Finnish comprehensive school students receive special edu Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandcation services, by all accounts a much higher fraction of the school population than in other OECD countries, although precisely comparable data is hIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
ard to come by. More than two thirds of these students (22 of the 30 percent) receive short-term special-needs instruction, in standard classroom settIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlande cognitive or behavioral problems are diagnosed by a school psychologist as requiring intensive and continuous attention and are often grouped for instruction in specialized classrooms. Special education teachers—certified teachers who must compete for the opportunity to complete rigorous, further Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandcourses on responding to a wide range of learning disorders—provide both kinds of services. The students who access short-term special instruction—eacIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
h will typically receive several "courses” of such educational "therapy" in proceeding through comprehensive school—are of course the ones most likelyIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandg of the school system in international comparison, it follows that a significant part of the Finnish success in primary and secondary schooling is owed to special education teachers, who in turn rely on and are also active in collaborating in the creation of (diagnostic) test instruments.The provis Individualized Service Provision in the New Welfare State Lessons from Special Education in Finlandion of special education services of all kinds is in turn monitored in each school by a student welfare group (SWG). The SWG includes the school princIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
ipal, the school psychologist (sometimes working for several schools and with several SWGs), the school nurse, special education teacher(s) and sometiIndividualized Service Provision in the New Welfare state: Lessons from Special Education in FinlandCharles Sabel, AnnaLee Saxenian, Reijo Miettinen, Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland(and sometimes each student) in the school at least once a year. This allows identification and tracking of students in need of remedial, part-time special education. When a student is identified as requiring full-time special education, the SWG checks that the individualized study plans—the Finnish Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland3acronym is HOJKS:—guiding the development of each pupil who needs support are being followed to good effect, and if not, what corrections are necessaIndividualized Service Provision in the New Welfare State Lessons from Special Education in Finland
ry. It is the SWG, in close collaboration with classroom and special education teachers, which bundles services according to individual needs, includiGọi ngay
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