Teachers’ Perceptions of Inclusive Education for Students with Disabilities in Public Schools in Finland

Abstract

This study investigates teachers' perceptions of inclusive education for students with disabilities in Finnish public schools, examining how educators view the challenges, benefits, and implementation of inclusive practices within one of the world's most acclaimed educational systems. Finland has gained international recognition for its commitment to educational equity and inclusive approaches, yet the practical realities of implementing inclusion remain complex and nuanced. Through a mixed-methods investigation involving 328 teachers across comprehensive schools in four Finnish municipalities, this research explores teachers' attitudes toward inclusion, their perceived competence in supporting diverse learners, the barriers they encounter, and the support systems they identify as critical for successful implementation. Findings reveal that while Finnish teachers generally hold positive attitudes toward inclusive education principles, they express significant concerns about resource adequacy, professional preparation, and the feasibility of meeting diverse needs within mainstream classrooms. Teachers identify differentiated instruction skills, collaborative teaching models, and specialized support services as essential elements for effective inclusion. The study contributes to understanding how even well-resourced educational systems face challenges in translating inclusive education ideals into consistent classroom practice, offering insights relevant for policy development and teacher preparation programs internationally.