Learning Support
Basic education learning support will be renewed on August 1, 2025. The three-step support structure (general, intensified and special) will be replaced with teaching arrangements, group-specific, and pupil-specific support methods that support learning prerequisites.
In basic education, each pupil is offered teaching that suits their age and requirements. Pupils have the right to participate in teaching comprehensively together with their own teaching group.
In Oulu, teaching and student welfare services are organized based on the local school principle and regional approaches. The goal is to ensure that as many pupils as possible can attend school in their local school with different support methods. Each pupil has the right to receive support and guidance in their learning and attendance immediately when the need arises.
Learning support methods can include tracking, remedial teaching, specialized teaching, student welfare, guidance and special teaching arrangements. Pupils have the right to receive the necessary support tools and interpreter and assistant services that they need in order to attend education.
Group- and pupil-specific support
Learning and attendance arrangements are designed to support the learning prerequisites of pupils. The goal is to ensure that all pupils have the opportunity to fulfil the basic education syllabus.
Pupils with challenges in attending or managing their studies have the right to receive support in their learning and school attendance.
Group-specific support measures are
- general remedial teaching
- remedial teaching for the teaching language
- special teaching in addition to regular teaching.
If group-specific support is insufficient, pupils will be offered pupil-specific support. These measures are
- special teaching partially in small groups or in addition to regular teaching
- special teaching or special class teaching in small groups
- special class teaching in a special class.
Different learning support methods are discussed in detail below.
The education provider compiles an administrative decision about the offered support based on the plan. The implementation of the support is monitored, and its effectiveness is evaluated regularly. If the pupil’s need changes, a new administrative decision will be made.
If the offered support is not sufficient for the pupil to fulfil the basic education syllabus, it is possible to deviate from the objectives of one or more school subjects. ools.
Different forms of learning support
Support in local schools
Support in the local school
When designing support measures, the individual pupil’s as well as the whole group’s abilities, strengths and needs for support are considered. This is made possible with the structures of the school day and teaching, flexible arrangements, simultaneous teaching, co-teaching, and group-specific support.
Group-specific support
Group-specific support measures (remedial teaching, remedial teaching for the teaching language and special teaching in addition to regular teaching) are primary and apply to all pupils.
The principal is responsible for offering and regular evaluation of group-specific support based on the group’s needs. The allocation, sufficiency, and implementation of support is monitored and evaluated at least once every semester.
Pupil-specific support
If group-specific support is not sufficient, the pupil is offered pupil-specific support.
Pupil-specific support measures in local schools are
- special teaching partially in a small group or in addition to regular teaching
- special teaching or special class teaching in small groups
- special class teaching in a special class.
Schools will notify guardians and pupils regarding the need for support, implementation measures and responsibilities so that guardians may follow and promote their child’s school attendance and learning.
Centralized special teaching – teaching in special schools
The public Tierna School offers teaching for pupils on top of regional services when the pupils need more intensified support for learning or school attendance than what can be offered in their local school.
The decision to attend a special school is always considered individually with the guardians and a multisectoral network of specialists. The regional support service organizer will participate in the discussion.
Tierna School includes the Heinätori, Leinonpuisto, Kajaanintulli and Sairaalakoulu Units, as well as the Pajaluokka classes. Tierna School accepts pupils from the entire city region. Read more about Tierna School on its webpage (in Finnish).
The national learning and guidance centre Valteri operates in Oulu. The education provider decides on the utilization of Valteri learning and guidance services. Read more about Valteri services on the Tervaväylä website. .
Special needs assistants
In Oulu, special needs assistants work in close cooperation with schools and other pedagogical personnel. They support and guide pupils during school days through many guiding methods.
Flexible basic education – Jopo
In the city of Oulu, flexible basic education – Jopo (joustava perusopetus) – is a part of pedagogical support arrangements. Jopo teaching is directed to students in grades 7–9 who are at risk of becoming marginalized and are underperforming and have low learning motivation.
Flexible basic education studies follow the basic education curriculum.
Jopo teaching is organized in the Haukipudas School, Kiiminkipuisto School, Jääli School, Kaakkuri School, Kastelli School, Merikoski School, Pateniemi School, Pitkäkangas School, Talvikangas School, and Yli-Ii School.
Jopo teaching is organized in small groups in schools, workplaces, and other learning environments. The teaching utilizes multisectoral cooperation as well as support and guidance services.
You may apply for places in Jopo classes every spring. The students and their guardians will be interviewed. Jopo education requires the student’s and the guardians’ commitment.