Name: 教育即未來：芬蘭的教育方程式 Finland's Formula for School Success (Education Everywhere Series)
Uploaded: 2013-05-15T06:23:55.000Z
Duration: 6 min 8 s

If you look at the 15-year-olds, or 16-year-old Fins

如果你看著即將離開小學的 15 歲或 16 歲芬蘭小孩，

現在進行式

who are leaving the basic school, most of them have been

in special education throughout their schooling.

都在整個學習過程中接受特殊教育。

Which means that special education is actually nothing special.

這意味著特殊教育實際上沒什麼特別。

So it's you are a special child or student if you haven't been,

因此如果你沒經歷過特殊教育，

if you haven't ever used special services.

那麼你就是一個特殊的孩子或學生。

We are putting a lot of emphasis on the early detection

我們非常重視盡早發現我們學校的學生，

of any difficulties and problems that the students in our schools may have.

可能會遇到的任何困難和問題。

And this is a very different policy to many other countries

這和其他很多國家的政策截然不同，

where these measures are designed in a way that they are implemented only

在其他國家，這些措施的設計方式，

when the problems have emerged and are too visible.

只有在問題出現或是太過明顯時才會執行。

I think we believe in this early intervention to make sure that those

who are likely to be in trouble will be recognized early,

可以確保早日發現那些未來可能會遇到困難的學生，

and provided help and support as quickly as possible.

並且儘早給予他們幫助和支持。

We as subject teachers cooperate with the special teacher

當我們發現個別學生的學習有問題時，

that an individual student has problems with their studies.

It might be problems with concentrating on a theme.

學習問題可能是難以專注在一個主題上。

It might be reading and listening difficulties,

可能是閱讀和聽力方面的困難，

What we do is that we contact the special teacher

We talk with the special teacher, and try to arrange a time that she

or he could be able to come and join me as a subject teacher

試著安排他/她有空的時間到我的班上，

to my classroom, and then focus on the problem.

The special teacher is available for a couple of hours.

這個特殊教育的老師有空數個小時。

And then she picks the student to a separate classroom

然後她把學生帶到另一個教室，

And we also make an individual learning plan

And by taking these measures, we try to guarantee

我們試著確保沒有任何人落後。

The student welfare team gathers on a weekly basis,

學生福利小組每週都會集會一次。

and subject teachers inform the group with different cases.

學科老師會根據學生的不同情況一一告知小組。

They might be bullying, they might be skipping classes,

他們有可能是霸凌、可能是翹課、

it might behavioral problems, all kinds of things.

可能是行為上的問題，各式各樣的事情都有可能。

And then these individual problems are dealt with case-by-case

然後芬蘭的每所學校都會有每週會議，

in this weekly meeting that every school in Finland has.

Well, a student welfare group deals with any kinds

學生福利小組會處理各種問題，

of problems that we see in a school having to do with problems at home

包含我們在學校看到的、家庭問題、

or at learning disabilities, multi-cultural problems.

或是學習障礙、多元文化的問題。

The main value of our student welfare group is to interrupt as soon

我們的學生福利小組核心的價值，

With this policy, we are trying to really make it easy

有了這項政策，我們正在努力讓每個人都可以容易地說：

for everybody to say, "Yes, I have some areas where I need help now.

「是的，我現在有需要幫助的地方。

And in many cases, when you do this in the later years they will come

而且在很多情況下，當你之後遇到困難都這樣掩蓋時，

and accumulate even more difficult problems.

這些都會積累成更加困難的問題。

So I think with this, we have been able to positively affect both

因此我認為，我們已經可以正面影響系統，

the equity of the system, and also the quality of the system.

不只是系統的平等性，還有品質。