Exploring a new inclusive model in Finnish early childhood special education: a 3-year follow up study

From 1996 to 1999, an inclusive early special educational model was studied in 13 ordinary kindergartens in Finland. The kindergartens received an additional staff member (a special teacher) to handle special educational issues. The work of these special teachers and the views of the staff were studied. The special teachers' duties consisted of six main tasks, the most often mentioned being general and special educational work and consultation with adults. The staff were generally satisfied with the new system. They received assistance and learnt new ways of working. However, the special teacher did not have enough time to meet all the needs that existed in kindergartens. This experimental model is now a permanent system.