Support for learning and school-going

Support for learning and school-going aims at strengthening pupil's basic skills and preventing difficulties. Taking care of the pupil's growth and wellbeing is an essential part of the support.  
 
Each pupil is entitled to sufficient support for one's growth and learning. This is ensured by means of guidance councelling, remedial teaching and part-time special education, pupil welfare services, interpretation and assistant services as well as by providing general, intensified and special support. Collaboration between home and school is of primary importance concerning the growth and learning of the pupil.

Support for learning and school-going is grounded in a three-level model for support, in which support forms and structures intensify gradually. The three forms are general, intensified and special support. Support is arranged in the context of general instruction as often as it promotes the pupil's best interest.

Remedial teaching

The central goal of remedial teaching is to prevent difficulties in learning and school-going so that the pupil will not fall behind in one's studies. Remedial teaching can the given to help the pupil advance in subjects or subject groups, or to strengthen one's working skills. Remedial teaching can be provided outside lessons or during lessons directly related to the need of support.   

Part-time special education

Part-time special education supports the pupil's growth, development and learning. Each pupil is entitled to the support when needed. Part-time special education strengthens the basic school-going skills and prevents difficulties.

Part-time special education is planned and the pupil's learning is assessed as teacher cooperation. The guardian's support in carrying out the education is central, and cooperation with the guardian thereby important.     

Forms of part-time special education include simultaneous, small group and one-on-one teaching as well as support in which other teachers of the school are consulted . Different forms of teaching and activities are alternated so that the different needs of support of the pupil and his/her teaching group are accounted for.