The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs
The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational s...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Hautamäki Ja. [verfasserIn] Podolskiy A.I [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Russisch |
| Erschienen: |
2021 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Психологическая наука и образование - Moscow State University of Psychology and Education, 2015, 26(2021), 3, Seite 94-101 |
|---|---|
| Übergeordnetes Werk: |
volume:26 ; year:2021 ; number:3 ; pages:94-101 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.17759/pse.2021260306 |
|---|
| Katalog-ID: |
DOAJ058272011 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ058272011 | ||
| 003 | DE-627 | ||
| 005 | 20230502083013.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230228s2021 xx |||||o 00| ||rus c | ||
| 024 | 7 | |a 10.17759/pse.2021260306 |2 doi | |
| 035 | |a (DE-627)DOAJ058272011 | ||
| 035 | |a (DE-599)DOAJ6deef72e334a439983bae60715db05f7 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a rus | ||
| 100 | 0 | |a Hautamäki Ja. |e verfasserin |4 aut | |
| 245 | 1 | 4 | |a The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| 264 | 1 | |c 2021 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. | ||
| 650 | 4 | |a special educational needs | |
| 650 | 4 | |a school education reform | |
| 650 | 4 | |a individual educational support | |
| 653 | 0 | |a Education | |
| 653 | 0 | |a L | |
| 700 | 0 | |a Podolskiy A.I |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Психологическая наука и образование |d Moscow State University of Psychology and Education, 2015 |g 26(2021), 3, Seite 94-101 |w (DE-627)634761005 |w (DE-600)2572051-X |x 23117273 |7 nnns |
| 773 | 1 | 8 | |g volume:26 |g year:2021 |g number:3 |g pages:94-101 |
| 856 | 4 | 0 | |u https://doi.org/10.17759/pse.2021260306 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/6deef72e334a439983bae60715db05f7 |z kostenfrei |
| 856 | 4 | 0 | |u https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1814-2052 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2311-7273 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a SSG-OLC-PHA | ||
| 951 | |a AR | ||
| 952 | |d 26 |j 2021 |e 3 |h 94-101 | ||
| author_variant |
h j hj p a pa |
|---|---|
| matchkey_str |
article:23117273:2021----::hfnihdctoaaidvdaiesrieytmihrfrneotdns |
| hierarchy_sort_str |
2021 |
| publishDate |
2021 |
| allfields |
10.17759/pse.2021260306 doi (DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 DE-627 ger DE-627 rakwb rus Hautamäki Ja. verfasserin aut The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. special educational needs school education reform individual educational support Education L Podolskiy A.I verfasserin aut In Психологическая наука и образование Moscow State University of Psychology and Education, 2015 26(2021), 3, Seite 94-101 (DE-627)634761005 (DE-600)2572051-X 23117273 nnns volume:26 year:2021 number:3 pages:94-101 https://doi.org/10.17759/pse.2021260306 kostenfrei https://doaj.org/article/6deef72e334a439983bae60715db05f7 kostenfrei https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml kostenfrei https://doaj.org/toc/1814-2052 Journal toc kostenfrei https://doaj.org/toc/2311-7273 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 26 2021 3 94-101 |
| spelling |
10.17759/pse.2021260306 doi (DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 DE-627 ger DE-627 rakwb rus Hautamäki Ja. verfasserin aut The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. special educational needs school education reform individual educational support Education L Podolskiy A.I verfasserin aut In Психологическая наука и образование Moscow State University of Psychology and Education, 2015 26(2021), 3, Seite 94-101 (DE-627)634761005 (DE-600)2572051-X 23117273 nnns volume:26 year:2021 number:3 pages:94-101 https://doi.org/10.17759/pse.2021260306 kostenfrei https://doaj.org/article/6deef72e334a439983bae60715db05f7 kostenfrei https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml kostenfrei https://doaj.org/toc/1814-2052 Journal toc kostenfrei https://doaj.org/toc/2311-7273 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 26 2021 3 94-101 |
| allfields_unstemmed |
10.17759/pse.2021260306 doi (DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 DE-627 ger DE-627 rakwb rus Hautamäki Ja. verfasserin aut The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. special educational needs school education reform individual educational support Education L Podolskiy A.I verfasserin aut In Психологическая наука и образование Moscow State University of Psychology and Education, 2015 26(2021), 3, Seite 94-101 (DE-627)634761005 (DE-600)2572051-X 23117273 nnns volume:26 year:2021 number:3 pages:94-101 https://doi.org/10.17759/pse.2021260306 kostenfrei https://doaj.org/article/6deef72e334a439983bae60715db05f7 kostenfrei https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml kostenfrei https://doaj.org/toc/1814-2052 Journal toc kostenfrei https://doaj.org/toc/2311-7273 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 26 2021 3 94-101 |
| allfieldsGer |
10.17759/pse.2021260306 doi (DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 DE-627 ger DE-627 rakwb rus Hautamäki Ja. verfasserin aut The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. special educational needs school education reform individual educational support Education L Podolskiy A.I verfasserin aut In Психологическая наука и образование Moscow State University of Psychology and Education, 2015 26(2021), 3, Seite 94-101 (DE-627)634761005 (DE-600)2572051-X 23117273 nnns volume:26 year:2021 number:3 pages:94-101 https://doi.org/10.17759/pse.2021260306 kostenfrei https://doaj.org/article/6deef72e334a439983bae60715db05f7 kostenfrei https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml kostenfrei https://doaj.org/toc/1814-2052 Journal toc kostenfrei https://doaj.org/toc/2311-7273 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 26 2021 3 94-101 |
| allfieldsSound |
10.17759/pse.2021260306 doi (DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 DE-627 ger DE-627 rakwb rus Hautamäki Ja. verfasserin aut The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. special educational needs school education reform individual educational support Education L Podolskiy A.I verfasserin aut In Психологическая наука и образование Moscow State University of Psychology and Education, 2015 26(2021), 3, Seite 94-101 (DE-627)634761005 (DE-600)2572051-X 23117273 nnns volume:26 year:2021 number:3 pages:94-101 https://doi.org/10.17759/pse.2021260306 kostenfrei https://doaj.org/article/6deef72e334a439983bae60715db05f7 kostenfrei https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml kostenfrei https://doaj.org/toc/1814-2052 Journal toc kostenfrei https://doaj.org/toc/2311-7273 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 26 2021 3 94-101 |
| language |
Russian |
| source |
In Психологическая наука и образование 26(2021), 3, Seite 94-101 volume:26 year:2021 number:3 pages:94-101 |
| sourceStr |
In Психологическая наука и образование 26(2021), 3, Seite 94-101 volume:26 year:2021 number:3 pages:94-101 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
special educational needs school education reform individual educational support Education L |
| isfreeaccess_bool |
true |
| container_title |
Психологическая наука и образование |
| authorswithroles_txt_mv |
Hautamäki Ja. @@aut@@ Podolskiy A.I @@aut@@ |
| publishDateDaySort_date |
2021-01-01T00:00:00Z |
| hierarchy_top_id |
634761005 |
| id |
DOAJ058272011 |
| language_de |
russisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ058272011</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230502083013.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2021 xx |||||o 00| ||rus c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17759/pse.2021260306</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ058272011</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ6deef72e334a439983bae60715db05f7</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">rus</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Hautamäki Ja.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special educational needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">school education reform</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">individual educational support</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Podolskiy A.I</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Психологическая наука и образование</subfield><subfield code="d">Moscow State University of Psychology and Education, 2015</subfield><subfield code="g">26(2021), 3, Seite 94-101</subfield><subfield code="w">(DE-627)634761005</subfield><subfield code="w">(DE-600)2572051-X</subfield><subfield code="x">23117273</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:26</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:94-101</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17759/pse.2021260306</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/6deef72e334a439983bae60715db05f7</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1814-2052</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2311-7273</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">26</subfield><subfield code="j">2021</subfield><subfield code="e">3</subfield><subfield code="h">94-101</subfield></datafield></record></collection>
|
| author |
Hautamäki Ja. |
| spellingShingle |
Hautamäki Ja. misc special educational needs misc school education reform misc individual educational support misc Education misc L The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| authorStr |
Hautamäki Ja. |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)634761005 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
DOAJ |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
23117273 |
| topic_title |
The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs special educational needs school education reform individual educational support |
| topic |
misc special educational needs misc school education reform misc individual educational support misc Education misc L |
| topic_unstemmed |
misc special educational needs misc school education reform misc individual educational support misc Education misc L |
| topic_browse |
misc special educational needs misc school education reform misc individual educational support misc Education misc L |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Психологическая наука и образование |
| hierarchy_parent_id |
634761005 |
| hierarchy_top_title |
Психологическая наука и образование |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)634761005 (DE-600)2572051-X |
| title |
The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| ctrlnum |
(DE-627)DOAJ058272011 (DE-599)DOAJ6deef72e334a439983bae60715db05f7 |
| title_full |
The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| author_sort |
Hautamäki Ja. |
| journal |
Психологическая наука и образование |
| journalStr |
Психологическая наука и образование |
| lang_code |
rus |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2021 |
| contenttype_str_mv |
txt |
| container_start_page |
94 |
| author_browse |
Hautamäki Ja. Podolskiy A.I |
| container_volume |
26 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Hautamäki Ja. |
| doi_str_mv |
10.17759/pse.2021260306 |
| author2-role |
verfasserin |
| title_sort |
finnish education as an individualized service system with a reference to students with special educational needs |
| title_auth |
The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| abstract |
The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. |
| abstractGer |
The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. |
| abstract_unstemmed |
The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA |
| container_issue |
3 |
| title_short |
The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs |
| url |
https://doi.org/10.17759/pse.2021260306 https://doaj.org/article/6deef72e334a439983bae60715db05f7 https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml https://doaj.org/toc/1814-2052 https://doaj.org/toc/2311-7273 |
| remote_bool |
true |
| author2 |
Podolskiy A.I |
| author2Str |
Podolskiy A.I |
| ppnlink |
634761005 |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.17759/pse.2021260306 |
| up_date |
2024-07-03T17:00:50.368Z |
| _version_ |
1803578035791724544 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ058272011</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230502083013.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2021 xx |||||o 00| ||rus c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17759/pse.2021260306</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ058272011</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ6deef72e334a439983bae60715db05f7</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">rus</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Hautamäki Ja.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The paper deals with some educational aspects of going to school in Finland concerning students with special educational needs/services. We proceed from empirical observation. Then, the general context is given to interpret the data and extend the observed added value of individualized educational support. The latter, in its turn, requires the identification of a special need and the existence of suitable educational options. These two pieces of information need to match optimally: early birds get the biggest harvest, and even if special education is never too late, the service needs become more challenging and the solutions — more expensive. The core of this complicated dual process is the decision making with more or less complete information of both the needs and the available palette of educational actions. The fundamental dilemma is to navigate between two poles: if a pupil is left out by such educational measures which could have helped him/her to become a full member of society and economy, we have a moral problem. If the economical-educational complex is not providing the best research-supported educational tools, we also have a pedagogical problem. However, it is not universally proved that full integration is the best way; neither is it proved that we need an entire set of segregated and specialized schools for several different kinds of special needs.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special educational needs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">school education reform</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">individual educational support</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Podolskiy A.I</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Психологическая наука и образование</subfield><subfield code="d">Moscow State University of Psychology and Education, 2015</subfield><subfield code="g">26(2021), 3, Seite 94-101</subfield><subfield code="w">(DE-627)634761005</subfield><subfield code="w">(DE-600)2572051-X</subfield><subfield code="x">23117273</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:26</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:94-101</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17759/pse.2021260306</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/6deef72e334a439983bae60715db05f7</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://psyjournals.ru/en/psyedu/2021/n3/Hautamaki_et_al_en.shtml</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1814-2052</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2311-7273</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">26</subfield><subfield code="j">2021</subfield><subfield code="e">3</subfield><subfield code="h">94-101</subfield></datafield></record></collection>
|
| score |
7.4004736 |