Published: 11 June 2015

More comprehensive school pupils than before received intensified support

In autumn 2014, altogether 40,500 comprehensive school pupils received intensified support, which made up 7.5 per cent of all comprehensive school pupils. This is 4.2 percentage points more than in autumn 2011. After the legislation amendment in 2011, the share of pupils having received intensified support has grown yearly. The share of pupils having received special support remained in autumn 2014 on level with the previous year, at 7.3 per cent. These data derive from Statistics Finland’s education statistics.

Share of comprehensive school pupils having received intensified or special support among all comprehensive school pupils 1995–2014, % 1)

Share of comprehensive school pupils having received intensified or special support among all comprehensive school pupils 1995–2014, % 1)
1) Pupils accepted or transferred to special education during 1995 to 2010 have been regarded as equal to pupils having received special support.

In all, 15 per cent of comprehensive school pupils received intensified or special support in autumn 2014. Among the recipients of intensified support, 65 per cent were boys and 35 per cent girls. Sixty-nine per cent of the recipients of special support were boys and 31 per cent girls. In autumn 2014, a total of 542,900 comprehensive school pupils were in pre-primary, basic and post-basic education of the comprehensive school, 51 per cent of whom were boys and 49 per cent girls.

The statistics on special education in comprehensive schools contain data mainly on intensified and special support. Data can be obtained on pupils having received general support by viewing the number of those having received part-time special education.

Data on special education in vocational education are collected at the end of this release and in Appendix table 9.

Nineteen per cent of pupils received special or intensified support in Kymenlaakso, 11 per cent in Lapland

The share of comprehensive school pupils receiving intensified or special support varies between regions. In Mainland Finland regions, the biggest groups of recipients of intensified or special support are found in Kymenlaakso and Åland, where about 19 per cent of pupils received intensified or special support. The shares of those receiving support were smallest in Lapland and Kainuu, slightly over 11 per cent in both.

Share of comprehensive school pupils having received intensified or special support by region 2014, %

Share of comprehensive school pupils having received intensified or special support by region 2014, %

In 2014, intensified support was arranged more than in the year before in all regions except Åland. Despite a slight decrease, the share of Åland remained highest, at 14 per cent. In Mainland Finland, the share of pupils having received intensified support in all pupils varied between five and nine per cent in different regions. The share of pupils having received intensified support was lowest in Kainuu and highest in Ostrobothnia.

The share of pupils having received special support in all comprehensive school pupils varied between five and eleven per cent in Mainland Finland regions. The share of pupils having received special support was lowest in Central Ostrobothnia and highest in Kymenlaakso. In Åland, the share of pupils receiving special support was five per cent.

Three out of four pupils in intensified support received part-time special education

Seventy-five per cent of the pupils who received intensified support in autumn 2014 received part-time special education, 57 per cent remedial teaching, and 42 per cent special needs assistance and/or interpretation services. Thirty-eight per cent of the pupils who received special support received part-time special education, 34 per cent received remedial teaching, and 59 per cent special needs assistance and/or interpretation services. Twenty-seven per cent of the pupils receiving special support had extended duration of compulsory education.

Among the recipients of special support, 40 per cent received all education in a special education group and 19 per cent received all education in a general education group. Among the recipients of special support, 41 per cent received part of the education in a general education group and part in a special education group.

Forty-seven per cent of the pupils having received special support in pre-primary, basic and post-basic education of the comprehensive school studied general education syllabuses in all subjects. Fourteen per cent of the pupils had individualised syllabuses for one subject, 13 per cent for two to three subjects, and 21 per cent for four or more subjects. Five per cent of the pupils receiving special support studied according to functional skill areas. The teaching can be arranged according to functional skill areas if it cannot be arranged by subject syllabuses due to the pupil's severe disability or illness.

Twenty-three per cent of comprehensive schools pupils received part-time special education in the school year 2013 to 2014

In the school year 2013 to 2014, altogether 122,900 comprehensive school pupils received part-time special education, which was 23 per cent of comprehensive school pupils in autumn 2013. The share grew somewhat from the previous school year.

Share of comprehensive school pupils having received part-time special education among all comprehensive school pupils in academic years 2001/2002 to 2013/2014, %

Share of comprehensive school pupils having received part-time special education among all comprehensive school pupils in academic years 2001/2002 to 2013/2014, %

In autumn 2013, part-time special education included intensified support for 25,800 pupils and a plan for special support for 14,600 pupils. By subtracting we can conclude that around 82,500 of the 122,900 pupils having received part-time special education in the school year 2013 to 2014 received part-time special education as general support.

In autumn 2013, a learning plan for intensified support had been made for 35,000 pupils and 39,600 pupils had received a decision for special support. In the school year 2013 to 2014, the total number of pupils having received part-time special education as general, intensified or special support was around 157,100, which is 29 per cent of all pupils in comprehensive schools in autumn 2013. The share is one percentage point higher than in autumn 2012.

Number of vocational education students having received special education has grown for at least the past ten years

The number of students in vocational education leading to a qualification having received special education has grown at least from 2004 onwards, when the production of these statistics was started: 12,500 pupils received special education in 2004, 16,500 in 2008, and 21,800 in 2013. The share of all students having received special education in all students in vocational education leading to a qualification was in the same years five, six and eight per cent.

In 2013, there were 131,820 students in vocational education for young people (curriculum-based basic vocational education provided by educational institutions), of whom 16 per cent were special education students. Seventeen per cent of male students and 14 per cent of female students were special education students. In all, 59 per cent of special education students were men.

Most special education students (86%) in vocational education for young people were studying in vocational education institutions. Thirteen per cent of special education students attended special vocational education institutions and around one per cent other educational institutions providing vocational education.

Eighty per cent of special education students in vocational education for young people were studying in the same groups (integrated) with other students.


Source: Education. Statistics Finland

Inquiries: Heli Hiltunen 029 551 3314, koulutustilastot@stat.fi

Director in charge: Riitta Harala

Publication in pdf-format (269.6 kB)

Tables

Tables in databases

Appendix tables


Updated 11.6.2015

Referencing instructions:

Official Statistics of Finland (OSF): Special education [e-publication].
ISSN=1799-1617. 2014. Helsinki: Statistics Finland [referred: 18.6.2019].
Access method: http://www.stat.fi/til/erop/2014/erop_2014_2015-06-11_tie_001_en.html