Learning and well-being support
Development and learning support in early childhood education
Children in need of support refer to children whose development, growth and learning potential is impaired due to illness, disability or functional impairment, or who need physical, psychological or social support for their growth. In addition, children with risk factors related to learning abilities may need support.
The municipal early childhood education system uses a three-tiered plan: general, enhanced and special support. The need for support is taken into account in the child's early childhood education plan and preschool curriculum.
Children in need of support in the municipal early childhood education system are placed in regular daycare and family daycare groups. The special early childhood education teacher (VEO) supports the early childhood education staff in their work and collaborates with parents, the child welfare clinic and social work, as well as school personnel and various therapists. If necessary, he or she also participates in meetings concerning the child organized by other parties, e.g. Oys.
If the child's need for support is already known when applying for an early childhood education place, parents can contact the child directly if they wish.
Early childhood education special education teachers:
Pia Heikkilä, tel. +358 40 357 8107, pia.heikkila [at] ii.fi
Jonna Klasila, tel. +358 40 612 8929, jonna.klasila [at] ii.fi
Soile Rydman, tel. +358 40 612 8635, soile.rydman [at] ii.fi
Learning Support Coordinator
Minna Koistinen, tel. +358 40 558 7928, minna.koistinen [at] ii.fi
Student support in basic education and upper secondary school
Student support is provided by: communally that as individual study supportIt is implemented in accordance with the Pupil and Student Welfare Act and as a preventive, multidisciplinary, community-based study care that supports the entire school community. Study care creates the conditions for cohesion, care and open interaction in schools.
The aim of the Student Care Steering Group is to promote the mental health and well-being of children and young people in the municipality. The steering group is responsible for the general planning, development, guidance and evaluation of student care, which is carried out according to the rhythm established in the annual calendar. The group meets three to four times during the academic year and publishes a bulletin about its work a couple of times during the academic year.
- The annual clock guiding the steering group's activities
- Student Services Steering Group Bulletin 1.1.25
- Student Services Bulletin Autumn 2023
Community support for student services
Community-based student welfare work monitors, evaluates and develops the well-being of the school community. The steering group coordinates the goals of student welfare.
Student welfare work is carried out in cooperation with students, guardians, education, social and health services and other partners. The well-being, strengths and interaction skills of children and young people are strengthened in accordance with a joint action plan.
The most important tasks of school-specific student welfare teams are:
- promoting community spirit
- supporting well-being, health and safety
- cooperation with various actors
- drawing up a community goal.
- Community study care plan
- Functional everyday life
- The alphabet of responsibility
- The ABCs of Responsibility in Early Childhood Education
- Responsibility survey results
Individual support from student services
Student-specific multidisciplinary expert group
Students have the right to individualized student care and student care services. Individualized student care includes school and student health care services, as well as curator and psychologist services. It also includes a multidisciplinary expert team that is assembled on a case-by-case basis to support the student.
Student welfare services include curator and psychologist services. In student welfare, the main task of the curator and school psychologist is to prevent, support and help students in life's difficult situations. The curator supports an individual student in matters related to human relationships, learning and psychological well-being. The main form of work is discussion and finding solutions together with the student, guardians and teachers.
The municipality of Ii uses an absence model in basic education and upper secondary school, which has been built with various partners. The starting point is that student absences are addressed as early as possible and that regular school attendance is considered together with the home. Multidisciplinary cooperation is being built with student welfare actors and social services so that all adults can do their part to support school engagement and promote learning.
Additional information
Learning Support Coordinator
minna koistinen
tel. 040 5587 928
minna.koistinen [at] ii.fi
