Support for growth and learning

Pupils receive support for lea ing and school attendance primarily in their own teaching group through various flexible arrangements, unless the pupil’s best interests require a transfer to another group or school.

Teaching is organised in such a way that it takes into account the different needs and abilities of lea ers.
Lea ing support is primarily organised on a group basis. All pupils are entitled to this. In addition
to group support, pupils can also receive individual support measures. 

Teaching arrangements that support lea ing conditions

Teaching arrangements that support lea ing conditions enable high-quality teaching and support. Teaching is organised in such a way that it takes into account the different needs and abilities of pupils. A school assistant may also work in the group to support the pupils.

Pedagogical solutions support slower and faster lea ers, for example:

• differentiated teaching
• by explaining the language and concepts of the subject being lea ed
• by adapting the lea ing environment to suit your needs

Group-specific support

Support for lea ing and school attendance is primarily organised on a group basis. All pupils are entitled to this support. Group-based support is implemented flexibly and systematically throughout the school year. 

The support provided in the group includes:

• general remedial teaching provided by the teacher
• supplementary teaching in the language of instruction provided by the teacher
• teaching provided by a special needs teacher in connection with other teaching.

Student-specific support measures

If the support provided in the group is insufficient, it is supplemented with individual support measures. These are based on the individual needs of the pupil. Support is provided regularly and over a long period of time.

Support measures for individual pupils are organised primarily at the pupil’s own school, taking into account the pupil’s best interests.

Student-specific support measures include:

• special teacher's instruction partly in small groups and in connection with other instruction
• teaching by a special needs teacher or special class teacher in a small group
• special needs teacher teaching in a special needs class
• interpreting services
• assistant services
• assistive devices.

Teaching by a special needs teacher or special class teacher in a small group and teaching by a special class teacher in a special class differ in that the former focuses on one or more subjects, with the special needs teacher or special class teacher providing more than half of the teaching in the subject in question.

In a special class, pupils receive full-time instruction from a special class teacher in all subjects, either in a regional special class or in a special class for pupils with demanding support needs. Special classes for pupils with demanding support needs are organised at municipal level.

Students are entitled to receive, free of charge, any assistive devices and interpreting and assistance services they need in order to participate in education.

Deviations from the basic education syllabus or local curriculum objectives

There are three ways in which deviations from the basic education syllabus or curriculum objectives are permitted:

Studying is planned individually for each student according to their goals, allowing them to study faster or slower than their own year group.

In terms of objectives, studying has replaced grade-based teaching. The situation of pupils studying independently of school years will be assessed during the 2025–2026 school year. After the assessment, the pupil will either continue to study in school years or an administrative decision will be made on their study by subject area.  

Limiting the scope of the curriculum corresponds to the previous individualisation of the curriculum for a subject. If a pupil has a limited curriculum in a subject, they will only study part of the content or the content of a lower year group.

The content to be studied and the lea ing objectives are described in the student’s support plan. Verbal assessment is used in the assessment. In the final assessment, the limited amount of lea ing is marked on the final certificate with a technical *5 mark.

A student may be temporarily exempted from studying a subject on health grounds. The exemption may last for a maximum of four months. The health condition must be verified by a healthcare professional. In the administrative decision, the temporary exemption is targeted at the necessary subjects.

Deviating from the content or objectives of the curriculum is a measure that infringes on the fundamental rights of the pupil, which is why it is used as a last resort.

Organising basic education for pupils with disabilities, illnesses or functional limitations

With regard to extended compulsory education, the legislative amendments will enter into force on 1 August 2026. In future, a decision on early compulsory education will be made for children aged 5–6. In basic education, a decision will be made on the education of pupils with disabilities, illnesses or functional limitations.

Disability refers to, for example, visual or hearing impairment, developmental disability, various developmental disorders or extensive lea ing difficulties.

Illness refers to a serious condition that affects a pupil’s cognitive abilities and functional capacity and thus also their lea ing and school attendance, often in a wide-ranging manner.

A long-term illness that does not affect the child’s lea ing ability (e.g. diabetes) can be taken into account through other teaching arrangements, such as support from a school counsellor.

Functional limitations refer to factors that have a broad impact on daily coping, participation and well-being, causing barriers to participation or extensive needs for assistance and support for the student.

The Central Uusimaa Welfare Area (Keusote) is responsible for school counselling and psychological services as well as school and student health care.  

School and student health care supports the growth and development of children and young people in cooperation with guardians, student welfare services and teachers. 

Student welfare

Student welfare refers to promoting and maintaining students’ lea ing, mental and physical health, and social well-being, as well as activities that enhance the conditions for these. Student welfare consists of communal and individual student welfare. 

The focus of student welfare services is on community-based student welfare work, which is preventive and supports the well-being of the school community. To achieve this goal, each school has its own student welfare team. 

Individual student welfare services include schooland student health care services, as well as psychologist and counsellor services, but also multidisciplinary individual student welfare services, which are provided by a multidisciplinary team of experts in cooperation with the pupil/student and their guardians. This always requires the consent of the student and/or guardians. 

Further information on curator and psychologist services 

You can find more information about curator and psychologist services on the Central Uusimaa Welfare Area website.

Student welfare counselling services(switch to another service)

Psychological services for student welfare(switch to another service)

The Hyrylä, Jokela and Kellokoski areas have special classes for primary school pupils (STEPPI). The special classes are located in the Perttu, Kellokoski and Rykmentinpuisto schools. All upper and comprehensive schools in Tuusula have school-specific special classes for grades 7–9.

There are 10 places in regional special classes. The challenges of attending school focus on concentration, behaviour and self-management, as well as broader lea ing difficulties (such as a limited curriculum). A special class teacher and a school attendance supervisor work in the class. Support for the pupil and their family is provided through multi-professional cooperation.

A place in a regional special class requires that:

• the pupil has received group-specific support, but monitoring has revealed that the support has not been sufficient to meet the pupil's support needs
• An assessment and plan for the implementation of pupil-specific support has been made for the pupil, and a decision on pupil-specific support has been made.
• The support provided in mainstream education is insufficient, so a place in a special class is sought for the pupil.

Special classes for pupils requiring intensive support are located at Rykmentinpuisto School, serving the entire municipality.

Special classes at Rykmentinpuisto School:

• special categories of demanding support, grades 1–9 (e.g. developmental delays, developmental disabilities, extended compulsory education)
• autism spectrum teaching classes 1-9
• HoPe classes 1-3 and 4-6 (emotional life) Rykmentinpuisto School.

Furthermore:

Special classes at Kolsan School:

• two special categories of intensive support for primary school pupils living in the Jokela area.

Special classes at Kellokoski, Riihikallio and Kalliomaa schools:

• HoPe classes in upper secondary schools Kellokoski School, Riihikallio School, Kalliomaa School.

Kalliomaa Hospital School

• basic education for pupils in grades 5–9 attending hospital school, as well as hospital school consultation for all municipalities in the surrounding area.