Support in learning and school attendance
Throughout basic education, the student receives teaching in accordance with the curriculum, guidance counselling and adequate support in learning and school attendance, which is provided as soon as the need for support arises. The support received by the student may be temporary or long term. The amount of support needed may vary or the student may receive multiple types of support at the same time. Forms of support include remedial teaching, part-time special needs education, student welfare support, assistant services, etc. Support is flexible, planned and variable as needed.
Student support is divided into three phases: general, intensified, and special support.
Each student is supported to achieve the set goals. Teachers assess the development and support needs of their students and plan activities and feedback to students accordingly. If general support is not enough for learning, support will be increased by moving to intensified support.
Intensified support is long-term individual support. There can be several forms of support. Intensified support is planned in conjunction with the teacher, student, guardian, and student welfare services staff. The start of support is based on a pedagogical appraisal. A learning plan is drawn up for the student.
If the intensified support is not sufficient, the Basic Education Director will make a decision on the specific support based on an administrative pedagogical study and expert opinions. A personal teaching plan is drawn up for the student, which indicates the provision of teaching and other support in accordance with the decision on special support.
Part-time special needs education
A student who needs support in learning or school attendance has the right to receive part-time special needs education. Part-time special and clinic education is provided in all schools in the city of Rauma. Teaching takes place during the school day in small groups, in individual teaching or at the same time as teaching other students. Teaching can also be given periodically or in small classes.
Students have access to part-time special needs education when help is needed in
- speech learning
- reading and writing
- learning a foreign language
- learning math
- attentiveness and concentration
- motor skills
- the control of operations
- conceptualization and sensory functions
- social interaction
- emotional life skills
Part-time special needs education is provided in cooperation with the student’s guardians.
Part-time special needs education can be supported at any stage.
Classroom-based special education
Class-based special education is provided by special class teachers in basic education. The decision for special support is usually made when transitioning to special education in the form of a class.
Small classes from first to sixth grade in Kari school, which supports and rehabilitates schooling skills, is intended for children who need support for attention and social situations. The aim is to support the development of a child’s self-esteem, behavior, sense of responsibility, school motivation and life management skills.
A small class from seventh to ninth grade at Hj. Nortamo school, which supports and rehabilitates schooling skills, is intended for students who need support in attentiveness and social situations. The aim is to support the development of a young person’s self-esteem, behavior, sense of responsibility, school motivation and life management skills.
The small group teaching at Nanu school is intended for students with learning disabilities on a large scale and / or due to developmental delays. The aim is to help and support the student so that he or she has equal opportunities to complete compulsory education in accordance with his or her own learning conditions with his or her peers.
In the small groups of the Pohjoiskehä school and Naula school, rehabilitative basic education is provided to students with challenging autism spectrum, ADHD or similar issues and special support decision. The school also provides additional education for students who need special support before moving on to secondary education. The goal is to integrate students into general education classes when possible.