Support for learning and going to school

Every student has the right to receive high-quality teaching and support for learning and going to school in their own neighborhood school. The level of support is determined by the student's overall situation, and it can be general, enhanced or special support. Imatra uses a neighborhood school model, where the student primarily receives support, regardless of his level, in his own neighborhood school, in his own teaching group. If, due to a disability or other reason, it is not possible to organize the necessary support measures for the student at his/her local school, the student can study in a small group either at his/her own school or at another school in the city.

Three tiers of support

The support given to the student is divided into general, enhanced and special support

General support

General support is support given to all students, which takes the form of e.g. differentiation of teaching, flexible groupings, pupil guidance, remedial teaching, part-time special education, pupil care support and cooperation between home and school. If necessary, a learning plan can be drawn up for the student. General support also includes club and afternoon activities.

Enhanced support

If it is found that the general support is not sufficient, but the student needs more individualized, continuous and stronger support for learning and going to school, we switch to enhanced support. The initiation and organization of enhanced support is dealt with in multi-professional cooperation with student care professionals and is based on a pedagogical assessment, in which the need and forms of student support are defined in more detail through the cooperation of teachers, students, guardians and student care personnel. A learning plan is prepared for the student together with the guardian. Enhanced support is provided primarily in the student's own teaching group or in flexible basic education in grades 7–9. in classes.

Special support

If the enhanced support is found to be insufficient, the student will be transferred to special support. An administrative decision is always made about special support. In order to decide on special support, those responsible for the student's education prepare a pedagogical report on the student's progress, the enhanced support he receives and the overall situation, in multiprofessional cooperation with student care professionals. For the decision on special support, the student and his guardian are also consulted, and the consultation is recorded in the pedagogical report.

Special support consists of special education and other support. A personal plan for the organization of teaching, or HOJKS, is drawn up for the student. A student with special support primarily studies in his own neighborhood school in a general education class. If, when assessing the student's situation, that support is not enough, we try to organize the most suitable form of study for him, for example a small group, either from our own school or from another school in the city.