Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes

Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that “education for all” in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers’ commitment to inclusion. • Finnish mainstream and special education classroom teachers have shared perceptions on inclusion as a principle, but not in practice. • Finnish mainstream classroom teachers are more concerned with pupils' academic learning. • Finnish special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings.