There is a growing need for expertise in special education at universities, as properly addressing diversity during studies also enables a more diverse professional life.
The academic culture is almost invariably associated with the idea of universities being intended for students who are capable and successful.
However, since universities are increasing their student intake, they are also attracting a more diverse body of students, including those who currently need, or in the past have needed, pedagogical support. According to the latest study on the subject, at least 14 per cent of students fall into this category, but the real number is likely much higher.
“Education is expected to meet increasingly high expectations, and this is why universities should pay closer attention to different pedagogical solutions and various forms of support for learning,” Professor of Special Education Erkko Sointu says.
These would help prevent academic dropout and social exclusion.
“According to the most recent study by Statistics Finland, more than six per cent of university students dropped out during their first academic year in 2022. That is a regrettably high number.”
Existing support measures are superficial
“The growing need for support for learning in universities can partly be explained by the fact that recent years have seen the provision of increasing support, both on legislative and practical levels, for students in general upper secondary and vocational education,” says Docent Aino Äikäs, Senior University Lecturer in Special Education.
This need for support does not disappear upon entering university.
“At the moment, however, the measures available to support university students’ learning are, unfortunately, completely inadequate. This is partly due to the outdated notion of university students’ ability to cope.”
According to Sointu and Äikäs, the currently available support measures, aimed either at individuals or very small groups, are unsystematic and superficial. In addition, access to such measures depends on whether the student understands or has the energy to seek individual arrangements upon entering university, and whether a particular teacher knows how to implement them.
“Moreover, these arrangements are often only applied to exams or other forms of assessment, including providing extra answering time or a separate space for the student.”
“It’s like using a fire extinguisher to put out a wildfire,” Sointu notes dryly.
The provision of individualised support for learning should be based on a broader understanding of pedagogical support as well as on multi-professional collaboration between the teaching, research and administrative staff, and the student.
“Universities still look at support for learning through the lens of a medical model and administrative decisions, which makes it more difficult to provide such support,” Sointu explains.
Universities' current support measures can be compared to using a fire extinguisher to put out a wildfire.
Professor
Erkko Sointu
Many things are still on the drawing board
Lately, there has been much talk about equity, accessibility and inclusivity in universities, but concrete solutions for measures to support learning remain in their infancy.
Typically, the entire student community is served by a single special education teacher and one guidance counsellor. New students are also supported by a teacher tasked with helping them to create personal study plans, PSPs. According to Sointu, there should be at least one special education teacher per faculty, and more training available for teachers tasked with students’ PSPs. However, the challenge is that resources for systematic staff training are very limited compared to the actual need.
“Pedagogical solutions should be better considered in teaching, including ways of presenting information, methods of action and expression, and engagement in learning. Many of these solutions could benefit all students, regardless of their need for support,” Äikäs adds.
They both emphasise that such arrangements do not mean lowering university standards but providing support in order for students to meet them.
“University education that fosters diversity and enables the graduation of a diverse body of students also brings diversity to the workforce,” Sointu points out.
This promotes human rights and equity also beyond academia.
Models for the entire university
Sointu and Äikäs have spent years studying how university students’ learning can be supported with learning-centred pedagogical approaches. This research has been conducted in collaboration with University Lecturer, Docent Hanna Vuojärvi at the University of Lapland. The topic has been approached from a special education perspective using surveys, interviews and learning analytics.
“The most common needs for support among young adults usually pertain to difficulties in reading and writing, and to learning disabilities. Neurodiverse students also emerge as a group university teachers should acknowledge more broadly. That is, how teaching and guidance can be organised to support, for example, students on the autism spectrum,” Äikäs says.
Furthermore, staff members providing support for education, including amanuenses and educational planners, should be familiar with different methods and their possibilities. More comprehensive support models for learning would clarify the division of responsibilities and alleviate the burden on both the staff and the students.
“Of course, more research into all of this is needed for research-based further development of education and related operating models. Already now, universities have good structures in place for organising comprehensive support for learning – these just need to be brought to light,” Sointu concludes.
Although universities are playing a bit of catch-up, Sointu and Äikäs are confident about the future.
“All our work is founded on the idea of equity, and on the goal of better meeting the needs of an increasingly diverse body of students in our university.”
Further information:
Erkko Sointu, Hanna Vuojärvi, Johanna Korkeamäki, Henri Pesonen, Aino Äikäs. Mitä on oppimisen pedagoginen tuki yliopistossa? Miten sitä tulisi kehittää? Yliopistopedagogiikka 1/2025. https://lehti.yliopistopedagogiikka.fi/2025/01/22/mita-on-oppimisen-pedagoginen-tuki-yliopistossa-miten-sita-tulisi-kehittaa/
Supporting University Students’ Learning (SupportUNI) project website: https://uefconnect.uef.fi/en/supporting-university-students-learning-supportuni/
