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

其中大多數的小孩，

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。

But we don't think like this in Finland.

但在芬蘭，我們不會這樣想。

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

我們相信早期的預防措施，

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，

in cases where we see

我們作為學科老師，

that an individual student has problems with their studies.

會和特殊教育的老師合作。

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，

especially in languages and math.

尤其是語言和數學。

What we do is that we contact the special teacher

我們能做的就是提早

at the very early moment.

聯絡特殊教育的老師。

We call it the first intervention.

我們稱為第一次介入。

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

我們和特殊教育的老師討論，

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.

然後關注該問題。

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 helps him or her there.

在那裡幫助他/她。

And we also make an individual learning plan

我們也為個別學生，

for that individual student.

製作個別的學習計畫。

And by taking these measures, we try to guarantee

採取這些措施，

that no one is lagging behind.

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、

they might be learning difficulties,

可能是學習上的困難、

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.

逐案處理這些個別的問題。

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，

as possible, problems involved.

就是儘快介入所涉及的問題。

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。

Is there anybody who can help?"

有任何人可以幫我嗎？」

rather than trying to hide these things.

而不是試著去掩蓋這些問題。

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。