Uudistuneen perusopetuslain mukaiset ryhmälle kohdistettavan tuen käytännöt alkuopetuksessa

The organisation of learning support in pre-primary and basic education in Finland was reformed through amendments to the Basic Education Act in 2025. The reform places greater emphasis on pedagogical support measures directed at all pupils and teaching groups. Preventive and inclusive forms of support were already possible under the previous three-tier support model. This article examines descriptions and perceptions provided by three teacher teams working in the first years of primary education (Grades 1–2) regarding group-based support practices implemented within that model. The practices are categorised using the terminology of the revised National Core Curriculum for Basic Education, and their suitability for the new support framework is considered. The findings suggest that previously implemented learning support practices, particularly those based on differentiated instruction and co-teaching, can be applied in the revised system as they are. According to the teachers, differentiated instruction and a collaborative school culture constitute key pedagogical principles in early primary education. Their implementation requires appropriate structures and resources, including small teaching groups, teaching assistants, co-teaching arrangements, and expertise developed collectively within the school community.