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Gastvorlesung: Inclusive Education – What can we learn from Finnish Education?

27. November 2019, 17.00–18.00 Uhr

Referentin: Minna Törmänen, Prof. Dr., Gastprofessorin HfH. Ort: HfH Zürich, Aula 100

Einladung zur Gastvorlesung von Prof. Dr. Minna Törmänen am Mittwoch, den 27. November 2019, an der HfH. Die Vorlesung wird in Englisch gehalten.

Flyer der Gastvorlesung (PDF, 58 KB)

Bitte melden Sie sich bis Donnerstag, den 21. November 2019, über das Anmeldeformular Link zum Anmeldeformular an.

Abstract
The empirical evidence of inclusive education is inconsistent, however it has been identified as one of the tools to improve quality and equity in education and to ensure more inclusive societies. Positive findings for inclusion in academic achievements and cognitive development have been reported. A longitudinal study (Törmänen & Roebers 2017) investigated the cognitive and socio-emotional development and academic achievement between children in special education classes and inclusive education. Children in inclusive education showed more positive progression in academic achievement and cognitive development. However, special education classes supported children`s academic self-concept and social integration.

There is a diversity of different models and approaches to develop an inclusive education, and a scientific event with European key experts will be organized at HfH Zürich in October 2019 entitled: «Inclusive Education and Special Needs Educational Governance in Europe - Scientific exchange for comparative analysis». The results will be discussed during this lecture.

Finland offers equal learning opportunities for all and strives to enhance individuality and development of each student. A key aspect of the Finnish education system is flexible special education. The reform has been made inside the special education system and the strategy seems to be an essential contributor to high international results attained by Finnish students (e.g. Takala, Pirttimaa & Törmänen, 2009). To ensure equal opportunities support actions play a key role. The focus is providing support as early as possible in order to prevent the emergence and growth of problems. There are three categories of support: general support, intensified support and special support. Everyone is entitled to general support, and it is natural part of everyday teaching. Intensified support and special support are based on careful assessment and long-term planning in multi-professional team. Developing inclusive education stresses the central role of teachers and teacher education.

References

  • Takala, M., Pirttimaa, R. & Törmänen, M. (2009). Inclusive Special Education: The Role of Special Education Teachers in Finland. British Journal of Special Education, 36(3), 162-172.
  • Törmänen, M.R.K. & Roebers, C.M. (2017). Developmental outcomes of children in classes for special educational needs: Results from a longitudinal study. Journal of Research in Special Educational Needs, 18(2), 83-93, DOI: 10.1111/1471-3802.12395

Fakten

Gründung 1924 als Heilpädagogisches Seminar, 2001 als Interkantonale Hochschule für Heilpädagogik
Rektorin Prof. Dr. Barbara Fäh
Stellvertreterin Prof. Claudia Ziehbrunner
Personalbestand rund 170 Mitarbeitende
Träger 13 CH-Kantone und Fürstentum Liechtenstein
Präsident des Hochschulrates Dr. Sebastian Brändli, Chef Hochschulamt des Kantons Zürich
Leistungsauftrag Bachelor- und Masterstudiengänge, CAS und MAS, Weiterbildung, Forschung und Entwicklung sowie Dienstleistungen
Lageplan Kontakt Teaser

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