Published: 13 June 2016

Intensified or special support was received by 16 per cent of comprehensive school pupils

In autumn 2015, a total of 45,900 comprehensive school pupils received intensified support, which made up 8.4 per cent of all comprehensive school pupils. The number has increased by five percentage points from 2011. The share of pupils having received special support remained in autumn 2015 on level with two previous years, at 7.3 per cent. Special support was received by 40,000 comprehensive school pupils. 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 1995–2015, % 1)

Share of comprehensive school pupils having received intensified or special support among all comprehensive school pupils 1995–2015, % 1)
1) Pupils accepted or transferred to special education before 2011 have been regarded as equal to pupils having received special support.

In all, 16 per cent of comprehensive school pupils received intensified or special support in autumn 2015. Among the recipients of intensified support, 65 per cent were boys and 35 per cent girls. Seventy per cent of the recipients of special support were boys and 30 per cent girls. In autumn 2015, a total of 546,100 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 primarily 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.

The database tables connected to the statistics on special education and the database tables related to statistics on pre-primary and comprehensive education allow examination of support received by pupils by area and place of implementation of teaching, for example. Data on special education in vocational education are collected at the end of this release and in Appendix table 9.

In Kymenlaakso, one in five pupils received intensified or special support

The share of comprehensive school pupils receiving intensified or special support varies between regions. The largest combined difference between recipients of intensified and special support was found in Kymenlaakso, where over 11 per cent of pupils received special support and nine per cent intensified support. The shares of those receiving support were smallest in Kainuu and Lapland, around 12 per cent in both.

Share of comprehensive school pupils having received intensified or special support by region 2015, %

Share of comprehensive school pupils having received intensified or special support by region 2015, %

In 2015, intensified support was arranged more than in the year before in all regions except Åland. Despite a decrease of nearly three percentage points, the share of Åland remained highest, at 11 per cent. In Mainland Finland, the share of pupils having received intensified support in all pupils varied between six and ten per cent in different regions. The share of pupils having received intensified support was lowest in Kainuu and highest in North Karelia.

In Mainland Finland regions, the share of pupils having received special support in all pupils was between five and eleven per cent. 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 under four 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 2015 received part-time special education, 56 per cent remedial teaching, and 39 per cent special needs assistance and/or interpretation services. Thirty-seven per cent of the pupils who received special support received part-time special education, 34 per cent received remedial teaching, and 56 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. The remaining 41 per cent received part of the education in a general education group and part in a special education group.

Forty-nine per cent of the pupils having received special support in 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 19 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.

Share of pupils in part-time special education unchanged

In the school year 2014 to 2015, altogether 123,100 comprehensive school pupils received part-time special education, which was 23 per cent of comprehensive school pupils in autumn 2014. The share remained on level with 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 2014/2015, %

Share of comprehensive school pupils having received part-time special education among all comprehensive school pupils in academic years 2001/2002 to 2014/2015, %

In autumn 2014, part-time special education included intensified support for 30,400 pupils and a plan for special support for 15,100 pupils. By subtracting we can conclude that around 77,600 of the 123,100 pupils having received part-time special education in the school year 2014 to 2015 received part-time special education as general support.

In autumn 2014, a learning plan for intensified support had been made for 40,500 pupils and 39,400 pupils had received a decision for special support. In the school year 2014 to 2015, the total number of pupils having received part-time special education as general, intensified or special support was around 157,500, which is 29 per cent of all pupils in comprehensive schools in autumn 2014. The share is exactly the same as in autumn 2013.

Number of vocational education students having received special education has continued growing

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, 18,300 in 2009, and 23,600 in 2014. 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 2014, there were 129,116 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. Eighteen per cent of male students and 16 per cent of female students were special education students. In all, 58 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. Twelve per cent of special education students attended special vocational education institutions and around one per cent other educational institutions providing vocational education.

Eighty-two 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: Jari Tarkoma

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Tables

Tables in databases

Appendix tables


Updated 13.6.2016

Referencing instructions:

Official Statistics of Finland (OSF): Special education [e-publication].
ISSN=1799-1617. 2015. Helsinki: Statistics Finland [referred: 25.6.2019].
Access method: http://www.stat.fi/til/erop/2015/erop_2015_2016-06-13_tie_001_en.html