Grounds for special education

In the statistics on special education in comprehensive schools, the grounds for acceptance or transfer to special education were in 2001 to 2010 as follows:

1. Severely delayed development
The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised.
2. Slightly delayed development
The grounds for acceptance or transfer to special education are slight delay in the pupil's development.
3. Varying degrees of cerebral dysfunction, physical disability or similar
The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome.
4. Emotional disturbance or social maladjustment
The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment.
5. Learning difficulties related to autism or the Asperger's syndrome
The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome.
6. Learning difficulties caused by impaired linguistic development (dysphasia)
The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia).
7. Visual impairment
The grounds for acceptance or transfer to special education are the pupil's visual impairment.
8. Hearing impairment
The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment.
9. Other than reasons listed above
The grounds for acceptance or transfer to special education are some other reasons not listed above.

The grounds for special education were based on the decision concerning acceptance or transfer to special education.

In the statistics on special education in vocational education, the grounds for special education were in 1999 to 2003 as follows:

1. Auditory impairment
2. Visual impairment
3. Muscular-skeletal impairment
4. Chronic illness
5. Delayed development
6. Severe delay of development
7. Emotional disturbance, and
8. Other reason.

In the statistics on special education in vocational education, the grounds for special education are starting from 2004 as follows:

01. Perception, attention and concentration difficulty, such as AD/HD or ADD
02. Linguistic difficulties, such as severe reading difficulty, dysphasia, dyslexia
03. Interactive and behavioural disorders, such a social maladjustment
04.Slightly delayed development, student has extensive learning difficulties
05. Severely delayed development, medium or severe mental handicap
06. Chronic psychological illnesses, mental health problems, rehabilitating drug abusers
07. Chronic somatic chronic illnesses, such as allergy, asthma, diabetes, epilepsy, cancer
08. Learning difficulties related to autism or the Asperger's syndrome
09. Difficulties of mobility and motoric functions, such as musculo-skeletal disor-ders, the CP syndrome, dwarfism
10. Auditory impairment
11. Visual impairment
12. Other reason necessitating special teaching.

The grounds for acceptance or transfer to special education are determined by the primary reason for needing special education.



Statistics using the definition

Topic

Validity of the definition

  • 1 January 1999 - 31 December 2018

Source organisation

  • Tilastokeskus

Jaa