henrpes

• Pesonen, Henri; Franck, Karianne; Äikäs, Aino & Heiskanen, Noora (2026). Early childhood education and care professionals’ accounts of challenging situations in Norwegian kindergartens. Contemporary Issues in Early Childhood. doi: 10.1177/14639491261450321. Fulltekst i vitenarkiv Vis sammendrag

  Professionals in Norwegian early childhood education and care (ECEC; e.g. ECEC teachers, special pedagogues, managers, assistants) face challenges such as staff shortages, increased job demands, absenteeism, growing child diversity and a lack of knowledge on special needs. They are expected to ensure inclusion and well-being of all children, yet discrepancies often arise between institutional expectations and the experiences professionals encounter in such challenging situations. When challenges emerge, a gap forms between practice and expectations, leading professionals to blame other people or factors, or to defend or justify their actions. We were particularly interested in how the professionals position themselves in relation to their challenging situations, how they make themselves accountable and how they position other people or factors within their accounts. Using a survey, we asked 251 ECEC professionals across Norway to describe problematic situations they had experienced. Applying accounts as an analytical framework and a discourse analysis of position, we investigated how ECEC professionals position themselves through their accounts and in what ways their positions in these accounts explain how they navigate challenges. We discovered the following positions in the accounts: (a) victim externalising responsibility, (b) struggling victim, (c) anguished, self-blaming survivor and (d) unengaged. Notably, in the unengaged position, participants reported no issues in ECEC, indicating the effectiveness of our data production method and discursive approach. Examples of these positions, including their practical implications, are presented and discussed in detail, and the methodological development of using accounts as a discursive practice in ECEC contexts is presented.

• Beyer, Margit Folke-Olsen; Pesonen, Henri Valtteri & Ødegård, Magnar (2026). Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Interview Data. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-026-00628-9. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the participants acknowledged their practical training (practicum) in schools during their education as crucial to developing an understanding and experience of adapted education and special education. The study reveals that there is room for strengthening the focus on special needs education in program descriptions and course plans in Norwegian primary and lower secondary education, grades 5–10. In sum, the findings indicate that participants request more knowledge and skills related to special needs education, and that a stronger connection between theory and practice could be necessary to provide adequate adaptations and special education.

• Ferreira, Grace Joplin; Wiklund, Mari & Pesonen, Henri Valtteri (2025). Self-Reported and Family Members’ Perceptions of Language Strengths in Autistic Individuals: A Qualitative Study in Finland. Linguistic Exploration. 2(2), s. 75–90. doi: 10.55121/le.v2i2.764. Fulltekst i vitenarkiv Vis sammendrag

  Traditionally, language research on Autism has centred on deficits and difficulties, with much of the literature emphasizing what autistic individuals cannot do rather than identifying the full spectrum of their linguistic strengths and diverse communication styles. Despite recent growing awareness, the wide range of linguistic abilities in autistic individuals remains scarcely documented, leaving a significant gap in our understanding of their communicative potential. This study seeks to reframe the narrative by focusing on language and communication strengths among autistic individuals in Finland, including both Finnish- and English-speaking participants, with immigrant background. Data were collected through an anonymous survey completed by two distinct groups: 43 autistic individuals and 47 family members, partners, or friends of autistic individuals, totaling 90 participants. Notably, while previous research in the UK has identified honesty and straightforward communication among autistic people, this is the first study to report similar findings in the Finnish context. By documenting these traits in a new cultural setting, our findings add to cross-cultural research on autistic communication. They suggest that while directness and truthfulness may be common autistic strengths across contexts, their interpretation and social value vary depending on cultural norms—such as Finland’s tendency toward reserved and concise communication compared with societies where casual conversations are more expected. In conclusion, the skills reported map onto areas of language strengths such as multilingualism, written language, grammar and direct communication style, but areas for improvement were also indicated, leading to a holistic view of language in Autism.

• Taneja-Johansson, Shruti & Pesonen, Henri Valtteri (2025). Narratives of a postgraduate student with disabilities and his journey to higher education. Higher Education Research and Development. ISSN 0729-4360. doi: 10.1080/07294360.2025.2580620. Fulltekst i vitenarkiv Vis sammendrag

  The number of students with disabilities (SwD) in higher education has steadily increased, yet concerns remain about their academic progression and degree completion. While much existing research focuses on undergraduate experiences, less is known about how postgraduate SwD reflect on and make sense of their educational journeys over time. This study addresses that gap through a narrative inquiry, exploring how Glenn, a master's student with disabilities, constructs meaning across educational stages and institutional contexts. Drawing on longitudinal diary and interview data, the study presents six interconnected narratives spanning Glenn's early schooling to postgraduate study. The analysis traces how Glenn repositions himself in relation to experiences of exclusion, misrecognition, and structural constraint – through resistance, relational encounters, and ownership of his learning. Rather than a linear story of overcoming adversity, Glenn's account reveals a layered, reflective narrative of transformation. It challenges dominant discourses of academic success and independence by foregrounding emotional security, relational support, and adaptive strategies as conditions for sustainable engagement. The article argues for a more relational and flexible approach to inclusion in higher education, suggesting that stories of SwD offer critical insights into how institutions might better support diverse learners – not only through access, but through recognition, care, and meaningful belonging.

• Perälä, Saara; Pesonen, Henri Valtteri & Äärelä, Tanja (2025). From misunderstanding towards recognition: narratives of autistic women and girls in news articles. Advances in Autism (AIA). ISSN 2056-3868. doi: 10.1108/AIA-05-2025-0050. Fulltekst i vitenarkiv Vis sammendrag

  Purpose This study aims to examine news article stories portraying autistic women’s and girls’ life experiences of being neurodivergent to gain a deeper understanding of their recognition in societal discussions. Design/methodology/approach The authors used narrative and inductive and theory-driven thematic approaches to analyse news articles. This study’s theory-driven data analysis phase was guided by Honneth’s recognition framework. Findings The analysis revealed dimensions of misrecognition in multiple spheres of life. These dimensions became visible, for example, as physical and social struggles, delayed or denied access to services and the desire to be openly autistic. The authors conclude that autistic women and girls are lacking recognition in society. Practical implications In spite of the increasing representations in the media, a larger understanding of the unique ways of being an autistic woman or a girl is needed. Practical implications for using the recognition framework as a tool for developing recognition will also be discussed. Originality/value Research on women’s and girls’ experiences of being autistic in news stories from the recognition perspective is scarce, particularly in the Finnish context. The media has a powerful role in society as an information producer. Combining the knowledge gap with the available data in the media, the authors provide windows on the narratives of autistic women and girls.

• Mohamad, Dima; Pesonen, Henri Valtteri; Keles, Serap & Tateo, Luca (2025). Inclusion of immigrant students with special educational needs in Nordic countries: a systematic review. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2025.2567417. Fulltekst i vitenarkiv Vis sammendrag

  This systematic review aims to synthesise the empirical evidence on the inclusion of immigrant students with special educational needs in Nordic countries. We specifically examined (a) the approaches taken to improve inclusion; and (b) the challenges in the process. Using four databases, we conducted a comprehensive literature search of relevant peer-reviewed articles and book chapters, which resulted in 14 eligible studies in line with the a priori-defined inclusion criteria. Data were synthesised using thematic analysis. Eight themes emerged across the studies which were divided into two categories. We found that inclusion for immigrant students with SEN in the Nordic countries is related to the nature of its provision, and many paradoxes need to be systematically addressed in both research and practice. This review further emphasises the importance of taking action to bridge the gap between inclusive policies and their implementation. Additionally, we discovered a pressing need for collaboration between professionals and establishing effective communication with immigrant students and their families. This review contributes to the literature by increasing the understanding of how different educational, legal, and social systems have influenced the inclusive education of immigrant students with special educational needs in the Nordic countries.

• Ødegård, Magnar; Pesonen, Henri Valtteri & Solberg, Stine (2025). Identifying Strategies Teachers Apply to Establish Positive Relationships with Students. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-025-00514-w. Fulltekst i vitenarkiv Vis sammendrag

  This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured interviews with 40 teachers, the study identified key strategies that could develop positive TSRs. These include building meaningful connections (such as effective time management and displaying genuine interest in students’ lives) and adaptive and engaging interaction (including sensitive communication and facilitating informal interactions). Building TSRs was also identified as an ongoing and multifaceted process that requires continuous effort from teachers. Positive TSRs involve balancing professional boundaries with relatability and approachability, which can be used to nurture trust and openness in schools. Finally, we apply artificial intelligence (AI) in our approach to qualitative data analysis.

• Pesonen, Henri Valtteri & Äikäs, Aino (2025). Opintojen esteettömyys ja pedagoginen tuki korkeakoulutuksessa [Accessibility and pedagogical support in higher education]. I Dindar, Katja; Kämäräinen, Anniina; Kilpiä, Anni; Kärnä, Eija; Pihlainen, Kaisa & Pukki, Heta (Red.), Autismikirjo eri elämänvaiheissa. Gaudeamus. ISSN 9789523452947. s. 177–192. Fulltekst i vitenarkiv Vis sammendrag

  Autismikirjo eri elämänvaiheissa tarjoaa monipuolisia näkökulmia autismikirjon henkilöiden elämään varhaislapsuudesta aikuisuuteen. Tutkimustietoon perustuva teos selvittää muun muassa, kuinka vuorovaikutustilanteiden rakentumista autismikirjon lapsen kanssa voidaan tukea, millainen on esteetön oppimisympäristö ja miten vahvistetaan autismikirjon lapsen mielenterveyttä arjessa. Autismikirjon henkilöiden yhdenvertaisuus kasvatuksessa, koulutuksessa, työelämässä ja palveluissa edellyttää erilaisten vuorovaikutustapojen arvostamista, ympäristöjen esteettömyyttä sekä osallisuuden vahvistamista. Osallistumista arkeen edesauttavat onnistuneet kohtaamiset ja vuorovaikutus, jossa osapuolet hyväksytään omana itsenään. Autismikirjo eri elämänvaiheissa tarjoaa monipuolisia näkökulmia autismikirjon henkilöiden elämään varhaislapsuudesta aikuisuuteen. Tutkimustietoon perustuva teos selvittää muun muassa, kuinka vuorovaikutustilanteiden rakentumista autismikirjon lapsen kanssa voidaan tukea, millainen on esteetön oppimisympäristö ja miten vahvistetaan autismikirjon lapsen mielenterveyttä arjessa. Se pohtii, kuinka autisteja voidaan tukea koulutuksessa, millaisia kokemuksia autismikirjon aikuisilla on työelämästä ja millainen on autismikirjon henkilöille tarkoitettujen palveluiden tulevaisuus. Monitieteinen teos tarjoaa tuoretta tietoa autismikirjon henkilöiden kanssa työskenteleville sekä autisteille ja heidän läheisilleen. Myös autistit itse ovat osallistuneet niin tutkimus- kuin kirjoitustyöhönkin.

• Tulikoura, Jenni; Äikäs, Aino; Pesonen, Henri Valtteri & Carpelan, Raisa (2025). Vaativa monialainen tuki ja toimiva yhteistyö oppilas- ja opiskeluhuollossa monialaista tukea tarjoavien oppilaitosten rehtoreiden kuvaamana. Kas­va­tus. ISSN 0022-927X. 56(3), s. 288–307. doi: 10.33348/kvt.162446. Fulltekst i vitenarkiv Vis sammendrag

  Tässä tutkimuksessa tarkastelemme rehtoreiden näkemyksiä vaativan monialaisen tuen osa-alueista ja toimivan yhteistyön rakentumisesta osana opiskeluhuoltoa. Vaativalla monialaisella tuella tarkoitamme intensiivistä, systemaattista ja organisoitua eri sektoreiden välistä yhteistyötä oppilaan tuen mahdollistamiseksi. Tutkimusta varten haastateltiin vaativaa monialaista tukea tarjoavien oppilaitosten rehtoreita (N=10). Aineiston analysoimme temaattisen tekstianalyysin keinoin. Rehtoreiden mukaan vaativan monialaisen tuen osa-alueita ovat yhteistyö, oppilaan yksilölliset tarpeet, tuen ympäristö ja asiantuntemus. Toimiva yhteistyö rakentui vuorovaikutussuhteista, oppilaslähtöisyydestä, yhteisen tiedon rakentamisesta ja yhteistyön mahdollistavista rakenteista. Vaativa monialainen tuki sisälsi useita osa-alueita, jotka keskittyvät oppilaan moninaisiin tuen tarpeisiin ja niihin vastaamiseen. Yhteistyö näyttäytyi merkittävässä roolissa tuen tarjoamisessa. Toimiakseen hallinnonalojen välinen yhteistyö vaatii vuorovaikutussuhteita, puitteita toimi joiden keskinäiselle keskustelulle, tiedonjaolle ja yhteisten ratkaisujen löytämiselle, jotta oppilaan tuki voidaan rakentaa kaikkien asiantuntijuutta hyödyntäen. Oppilaan edun mukainen yhteistyö edellyttää rakenteita ja resursseja sekä erityisesti ammattilaisten osaamista, jotka tulisi varmistaa tulevaisuudessa. Tämä vaatii johtajuutta ja tuen eri osa-alueiden koulutason osaamista, joka asettaa oppilaitosten rehtorit merkittävään asemaan tuen mahdollistajina.

• Boquist, Trine Andrea; Ødegård, Magnar & Pesonen, Henri Valtteri (2025). Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens. Education Sciences. 15(1). doi: 10.3390/educsci15010043. Fulltekst i vitenarkiv Vis sammendrag

  It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research, our study examined pedagogical leaders’ approaches to promoting inclusion of children with autism in kindergartens. The method of empathy-based stories (MEBS) was used to collect stories from 32 participants working in kindergartens. Qualitative analysis of participant produced stories revealed that inclusion of children with autism consisted of two themes: (1) professional framework for inclusion and (2) empathetic approaches to inclusion. The findings provide suggestions for further research and development work related to inclusion of children with ASD in early childhood education.

• Jacobson, Josefin; Pesonen, Henri Valtteri & Ødegård, Magnar (2025). Early childhood teachers’ perspectives on supporting children with special needs in Norwegian early childhood education and care. Journal of Early Childhood Education Research (JECER). 14(1), s. 47–72. doi: 10.58955/jecer.148414. Fulltekst i vitenarkiv Vis sammendrag

  Early childhood teachers’ (ECTs) increased responsibilities in providing special educational support have made their role complex. Particularly, there seem to be uncertainties about who is to provide special education, as usually in Norwegian early childhood education and care (ECEC), this is often considered to be the responsibility of the special teacher. Despite the recognition that ECTs face challenges, research specifically focusing on how they view their work with children with special needs is scarce. The aim of this study was to examine ECTs’ perspectives on supporting children with special needs in ECEC. The study involved semi-structured interviews with five ECTs. A qualitative analysis of the extensive interview data produced eight dimensions, divided into three thematic categories: (1) work during times of turmoil, (2) understanding of children’s special needs and (3) aspirations for collaboration between professionals. We were interested in hearing what ECTs had to say, and our research provides encouraging findings to further investigate their role in supporting children with special needs, especially when considering the current ‘chaotic’ circumstances in ECEC and the unclear professional responsibilities in providing this support. Important practical implications are also given.

• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools - a qualitative study with students and parents. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2024.2354606. Fulltekst i vitenarkiv Vis sammendrag

  Despite the over-representation of immigrant children assessed as requiring special needs education, research into their social and educational experiences in the Nordics is limited. This qualitative study explored the experiences of five Syrian students in need of special support, and their parents in Norway. A thematic analysis was conducted using intersectionality theory and the social constructionist perspective. Analyses found that Syrian students had positive experiences at schools, with less academic pressure compared to their experiences in Syria, but poor peer relationships. Parents expressed varied emotions, including gratitude for not having to hide the special needs of their children, but uncertainty about how to seek help. Those conflicting feelings seemed to originate from the language barriers, different cultural traditions, and a limited understanding of the Norwegian educational system. Our findings contribute to the literature concerning the inclusion of immigrant students in need of special support and their families, emphasising the significance of culture, and advocating for their participation in both schools and research.

• Ferreira, Grace; Getten, J & Pesonen, Henri Valtteri (2024). Strengths-Based Approaches to Autism Language and Communications Research: Where Are We? Review Journal of Autism and Developmental Disorders. ISSN 2195-7177. doi: 10.1007/s40489-024-00455-0. Fulltekst i vitenarkiv
• Heiskanen, Noora; Saha, Mari; Pesonen, Henri Valtteri; Viljamaa, Elina; Poikola, Mirva & Nevala, Piia [Vis alle 7 forfattere av denne artikkelen] (2024). The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education. Journal of Research in Special Educational Needs. doi: 10.1111/1471-3802.12737. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well-being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy-based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self-blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations.

• Pesonen, Henri Valtteri; Kärnä, Eija; Pirttimaa, Raija & Kontu, Elina (2024). Vaativa monilainen tuki ja erityishuolto [Significant interprofessional support and special care]. I Jahnukainen, Markku & Harrikari, Timo (Red.), Lasten erityishuolto ja -opetus Suomessa. Vastapaino. Fulltekst i vitenarkiv
• Honkasilta, Juho; Pihlaja, Päivi & Pesonen, Henri Valtteri (2024). The state of inclusion in the state of inclusion? I Hisayo, K & Laitinen, Matti T (Red.), Disability, Happiness and the Welfare State. Taylor & Francis Group. ISSN 9781032685519. Fulltekst i vitenarkiv
• Rytivaara, Anna; Ahtiainen, Raisa; Palmu, Iines; Pesonen, Henri Valtteri & Malinen, Olli-Pekka (2024). Learning to co-teach: a systematic review. Education Sciences. 14(1). doi: 10.3390/educsci14010113. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various programmes showed that the existing understanding of co-teaching or teacher learning was not used efficiently. Considerable variation in the programmes regarding the concepts, methods, and practices highlight the importance of conducting future research.

• Sointu, Erkko; Vuojärvi, Hanna; Korkeamäki, J; Pesonen, Henri Valtteri & Äikäs, Aino (2024). What is pedagogical support for learning in university? How should it be developed? ( Mitä on oppimisen pedagoginen tuki yliopistossa? Miten sitä tulisi kehittää?). Journal of University Pedagogy. ISSN 2242-8070. Fulltekst i vitenarkiv
• Syrjämäki, Marja; Reunamo, Jyrki; Pesonen, Henri Valtteri; Pirttimaa, Raija & Kontu, Elina (2023). The involvement of autistic children in early childhood education. European Journal of Special Needs Education. ISSN 0885-6257. 38(6), s. 879–893. doi: 10.1080/08856257.2023.2179310. Fulltekst i vitenarkiv
• Peltomäki, Satu; Rautiainen, Veera; Pesonen, Henri; Kajamaa, Anu; Paju, Birgit & Kontu, Elina (2023). Käännekohtia koulussa: Opetushenkilökunnan yhteenkuuluvuuden tunteen rakentuminen [Turning points in school: formation of teaching staff's sense of belonging]. NMI-Bulletin. ISSN 1236-2778. Fulltekst i vitenarkiv Vis sammendrag

  Pienempien koulujen lakkauttaminen ja yhdistäminen ovat kiihtyneet 2000-luvulla; kehitys on sidoksissa ajankohtaisiin kunta- ja koulutuspoliittisiin kysymyksiin. Uusista, vasta avatuista peruskouluista on toistaiseksi tehty vain vähän tutkimusta. Koulujen yhdistäminen on opetushenkilökunnalle vaativa muutostilanne. Jotta ymmärtäisimme sitä paremmin, on syytä tutkia opetushenkilökunnan yhteenkuuluvuuden tunnetta. Tämän tutkimuksen tarkoituksena on selvittää, mitkä asiat uuden alakoulun opetushenkilökunnan mielestä lisäävät yhteenkuuluvuuden tunnetta ja mitkä tuovat siihen jännitteitä. Tutkimusaineisto sisältää opetushenkilökunnan (opettajien ja koulunkäynninohjaajien) haastatteluja (N = 19) ja kahden kyselylomakkeen vastauksia (N = 65). Aineisto analysoitiin teoriaan pohjautuvan sisällönanalyysin avulla. Tutkimustulokset osoittavat, että opetushenkilökunnan yhteenkuuluvuuden tunteen rakentuminen on moniulotteinen ilmiö, johon liittyy useita vahvistavia ja toisaalta jännitteitä tuovia tekijöitä. Erityisen merkittävästi yhteenkuuluvuuden tunnetta vahvistaa arvostava kohtaaminen. Sen sijaan yhteisöllisyyden ja arvostavan kohtaamisen puute sekä kiireen tunne aiheuttivat siihen jännitteitä. Tutkimustulosten perusteella yhteenkuuluvuuden tunne ei muodostu itsestään, vaan sen rakentamiseen tarvitaan yhteenkuuluvuuden tunteen tekijöiden entistä parempaa tunnistamista ja uutta toimintakulttuuria luovaa yhteistyötä opettajien, koulunkäynninohjaajien ja rehtoreiden kesken. Asiasanat: yhteenkuuluvuuden tunne, toimintakulttuuri, opetushenkilökunta, puolistrukturoitu haastattelu, kysely

• Pesonen, Henri Valtteri; Äikäs, Aino; Heiskanen, Noora & Kärnä, Eija (2023). Why we need a concept to describe collaborative support instead of labelling children as demanding: perspectives from Finland. Disability & Society. ISSN 0968-7599. doi: 10.1080/09687599.2023.2295801. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we draw on our research and expertise in a problematic concept of ‘demanding special support children’ in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children. Our conceptualisation shifts the focus away from children’s deficits to effective collaborative practices surrounding the child. This can facilitate comprehensive support practices without labelling children as ‘demanding’ based on their disabilities.

• Pesonen, Henri Valtteri; Nieminen, Juuso & Itkonen, Tiina (2023). Universal Design for Learning inklusiivisen opetuksen suunnittelussa korkeakoulutuksessa [Universal design for learning in planning teaching in Finnish higher education]. I Palmu, Iines; Malinen, Olli-Pekka & Kontu, Elina (Red.), Oppimisen tuen matkalla. Suomen kasvatustieteellinen seura. ISSN 9789527411230. Fulltekst i vitenarkiv
• Pesonen, Henri Valtteri; Äikäs, Aino; Viljamaa, Elina; Heiskanen, Noora; Syrjämäki, Marja & Kärnä, Eija (2023). Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care. Contemporary Issues in Early Childhood. doi: 10.1177/14639491231212943. Fulltekst i vitenarkiv Vis sammendrag

  The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and early childhood education and care nurses). The data was collected by using the method of empathy-based stories, which prompts participants to produce stories. A qualitative analysis of 104 professionals’ stories produced one overarching theme of professionalism comprising two interconnected main themes: (1) established support solutions and (2) a willingness to understand the child. The findings suggest that understanding a child as a unique individual with autism is a cornerstone of favourable pedagogical support solutions for belonging.

• Äikäs, Aino; Pesonen, Henri; Heiskanen, Noora; Syrjämäki, Marja; Aavikko, Lotta & Viljamaa, Elina (2022). Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2022.2127081. Fulltekst i vitenarkiv Vis sammendrag

  Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child’s situation, whether positive or negative. The analysis resulted in four narratives, which were about: 1) a culture of self-survival and individual responsibility, 2) interprofessional collaboration as a core method 3) one’s own and the team’s competence supporting the child, and 4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC.

• Nieminen, Juuso & Pesonen, Henri (2022). Anti-ableist pedagogies in higher education: A systems approach. Journal of University Teaching and Learning Practice. 19(4). Fulltekst i vitenarkiv Vis sammendrag

  Disabilities and neurodiversity are dominantly understood as something that challenges higher education rather than something that enriches it: ableist underpinnings characterize higher education despite policies of widened access. While earlier research has explored ideas such as ‘inclusive pedagogies’ and ‘pedagogies of belonging’, these important contributions have downplayed the marginalizing nature of pedagogy itself. In this conceptual study, we argue that non-ableist approaches to teaching are not sufficient in itself. We suggest a conceptual model for anti-ableist pedagogies to promote belonging and to challenge the exclusion and marginalization of disabled students. We have drawn on the ecological systems model by Bronfenbrenner to examine anti-ableist pedagogies as understood through the theory of systemic change. We provide a theory synthesis by drawing on earlier work on disability studies and anti-racist pedagogies: without systematic approaches to unpack and challenge the idea of a ‘normal, able student’ in pedagogical design and policies, ‘pedagogies of belonging’ fail to foster ‘belonging’ in a system that builds on exclusion. Our study will benefit both practitioners striving for more inclusive higher education as well as researchers aiming to better conceptualize the questions of belonging in the exclusive systems of higher education.

• Äikäs, Aino; Syrjämäki, Marja & Pesonen, Henri (2022). Lapsen tukeen liittyvä yhteistyö ja vaativa monialainen tuki [Collaboration related to child's support and demanding interprofessional support]. I Heiskanen, Noora & Syrjämäki, Marja (Red.), Pienet tuetut askeleet [small supported steps]. PS-Kustannus. ISSN 9789523703148. Fulltekst i vitenarkiv
• Kaikkonen, M; Pesonen, Henri; Mäkipää, P & Kontu, Elina (2022). Vaativa tuki taidekasvatuksessa [significant support in art education]. I Ruokonen, Inkeri (Red.), Ilmaisun ilo [The Joy of Expression].. PS-Kustannus. ISSN 9789523702073. Fulltekst i vitenarkiv
• Saha, Mari & Pesonen, Henri (2022). ’Too little attention is paid to children who require specialised support.’: In-service and pre-service teachers’ views on policy and practice in early childhood teacher education in Finland. I Harju-Luukkainen, Heidi; Kangas, Jonna & Garvis, Susanne (Red.), Finnish Early Childhood Education and Care – From research to policy and practice. Springer London. ISSN 9783030955113. Fulltekst i vitenarkiv
• Vainio, Iris; Hilppö, Jaakko; Pesonen, Henri & Kontu, Elina (2022). Oppilaan, jolla autismikirjon oireyhtymä, vuorovaikutus opettajan ja kasvatuskoiran kanssa [Autistic Pupil’s interaction with teacher and classroom pedagogical dog]. Puhe ja kieli. ISSN 1458-3410. Fulltekst i vitenarkiv
• Äikäs, Aino & Pesonen, Henri (2022). Perusopetuksen vaativa erityinen tuki: käsitteen tarkastelua kasvatustieteellisen design-tutkimuksen avulla [Significant support needs in Finnish basic education: Using educational design research to examine the concept of significant support needs]. NMI-Bulletin. ISSN 1236-2778. Fulltekst i vitenarkiv
• Pesonen, Henri; Tuononen, Tarja; Fabri, Marc & Lahdelma, Minja (2022). Autistic students’ graduate capital whilst entering the job market. Journal of Education and Work. ISSN 1363-9080. 35(4), s. 374–389. doi: 10.1080/13639080.2022.2059455. Fulltekst i vitenarkiv
• Nieminen, Juuso & Pesonen, Henri (2021). Politicizing inclusive learning environments: How to foster belonging and challenge ableism? Higher Education Research and Development. ISSN 0729-4360. Fulltekst i vitenarkiv
• Pesonen, Henri; Waltz, Mitzi; Fabri, Marc; Syurina, Elena; Kruckels, Sarah & Algner, Mona [Vis alle 8 forfattere av denne artikkelen] (2021). Stakeholder views on effective employment support strategies for autistic university students and graduates entering the world of work. Advances in Autism (AIA). ISSN 2056-3868. Fulltekst i vitenarkiv
• Pesonen, Henri; Itkonen, Tiina; Saha, Mari & Nordahl-Hansen, Anders (2021). Framing Autism in Newspaper Media: An Example from Finland. Advances in Autism (AIA). ISSN 2056-3868. Fulltekst i vitenarkiv
• Pesonen, Henri; Kontu, Elina; Lahdelma, Minja & Fabri, Marc (2021). Autismikirjolla olevien yliopisto-opiskelijoiden käsitykset yhteenkuuluvuuden tunteesta yliopisto-opintojen aikana [Conceptions associated with sense of belonging for students with autism whilst at university]. Journal of University Pedagogy. ISSN 2242-8070. Fulltekst i vitenarkiv
• Nieminen, Juuso & Pesonen, Henri (2020). Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences. Fulltekst i vitenarkiv
• Pesonen, Henri; Waltz, Mitzi; Fabri, Marc; Lahdelma, Minja & Syurina, Elena (2020). Students and graduates with autism: perceptions of support when preparing for transition from university to work. European Journal of Special Needs Education. ISSN 0885-6257. Fulltekst i vitenarkiv
• Pesonen, Henri; Rytivaara, Anna; Palmu, Iines & Wallin, Anna (2020). Teachers’ stories on sense of belonging in co-teaching relationship. Scandinavian Journal of Educational Research. ISSN 0031-3831. Fulltekst i vitenarkiv
• Pesonen, Henri; Nieminen, Juuso; Vincent, Jonathan; Waltz, Mitzi; Lahdelma, Minja & Syurina, Elena [Vis alle 7 forfattere av denne artikkelen] (2020). A socio-political approach on autistic students’ sense of belonging in higher education. Teaching in Higher Education. ISSN 1356-2517. Fulltekst i vitenarkiv
• Rämä, Irene; Pirttimaa, Raija; Ojala, Terhi; Pesonen, Henri & Kontu, Elina (2019). ¨Teacher Training for Children with Autism Spectrum Disorders in Finland. I Hu, X & Kärnä, Eija (Red.), Educating Students with Autism Spectrum Disorder in China and Finland. Springer. ISSN 9789811382031. Fulltekst i vitenarkiv
• Kärnä, Eija & Pesonen, Henri (2019). Curriculum for Comprehensive School-Aged Children with Autism Spectrum Disorder in Finland. I Hu, X & Kärnä, Eija (Red.), Educating Students with Autism Spectrum Disorder in China and Finland. Springer. ISSN 9789811382031. Fulltekst i vitenarkiv
• Brown, K; Pesonen, Henri & Itkonen, Tiina (2019). Diagnoses or solutions: different pathways for supporting students with diverse learning needs. I Burnet, Nick (Red.), Solutions Focused Special Education. Jessica Kingsley Publishers. ISSN 9781785925276. Fulltekst i vitenarkiv
• Ketonen, Ritva; Kontu, Elina; Lahtinen, Riitta; Pesonen, Henri & Emmi, Tuomi (2019). Kehitysvammaisuus, autismikirjo ja lapsen tuen tarve [Disabilities, autism spectrum disorder and child’s support needs]. I Pihlaja, Päivi & Viitala, Riitta (Red.), Varhaiserityiskasvatus [Early childhood special education]. PS-Kustannus. ISSN 9789524519717. Fulltekst i vitenarkiv
• Pesonen, Henri; Pirttimaa, Raija; Rämä, Irene & Kontu, Elina (2019). The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland. I Hu, X & Kärnä, Eija (Red.), Educating Students with Autism Spectrum Disorder in China and Finland. Springer. ISSN 9789811382031. Fulltekst i vitenarkiv
• Nislin, Mari & Pesonen, Henri (2019). Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs. European Journal of Special Needs Education. ISSN 0885-6257. Fulltekst i vitenarkiv
• Pesonen, Henri; Kontu, Elina; Nislin, Mari; Brock, Patricia & Pirttimaa, Raija (2017). Evaluation of Classroom Activities with and without a Tablet Computer on Involvement Levels for a Pupil with Significant Support Needs. International Journal of Case Method Research and Application. ISSN 1554-7752. Fulltekst i vitenarkiv
• Pesonen, Henri; Kontu, Elina; Saarinen, Minna & Pirttimaa, Raija (2016). Conceptions associated with sense of belonging in different school placements for Finnish pupils with special education needs. European Journal of Special Needs Education. ISSN 0885-6257. Fulltekst i vitenarkiv
• Pirttimaa, Raija; Kokko, Tiina; Räty, Lauri; Kontu, Elina; Pesonen, Henri & Ojala, Terhi (2015). Intensive special educational needs and the development of inclusive practices in Finland. I del, C Atti (Red.), Conference Proceedings: Bisogni educativi speciali e pratiche inclusive. Una prospettiva internazionale.. Conference Proceedings: Bisogni educativi speciali e pratiche inclusive. Una prospettiva internazionale.. ISSN 9788894072105. Fulltekst i vitenarkiv
• Pesonen, Henri; Ojala, Terhi; Itkonen, Tiina & Kontu, Elina (2015). Miten vaativa erityinen tuki toteutuu? [How support for student with significant support needs implemented?]. I Jahnukainen, Markku; Kontu, Elina; Thuneberg, H & Vainikainen, M-P (Red.), Erityisopetuksesta oppimisen ja koulunkäynnin tukeen [From special needs education to support and learning in school].. Suomen kasvatustieteelinen seura. ISSN 9789525401851. Fulltekst i vitenarkiv
• Kokko, Tiina; Pesonen, Henri; Kontu, Elina & Pirttimaa, Raija (2015). Why study online in upper secondary school? Qualitative analysis of online learning experiences. Human Technology. Fulltekst i vitenarkiv
• Pesonen, Henri; Itkonen, Tiina; Jahnukainen, Markku; Kontu, Elina; Kokko, Tiina & Ojala, Terhi [Vis alle 7 forfattere av denne artikkelen] (2015). The Implementation of New Special Education Legislation in Finland. Educational Policy. ISSN 0895-9048. Fulltekst i vitenarkiv
• Pesonen, Henri; Kontu, Elina & Pirttimaa, Raija (2015). Sense of belonging and life transitions for two females with Autism Spectrum Disorder in Finland. Journal of International Special Needs Education. ISSN 2159-4341. Fulltekst i vitenarkiv

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• Pesonen, Henri & Nieminen, Juuso (2021). Huomioi oppimisen esteet. Inklusiivinen opetus korkeakoulutuksessa [Pay attention to barriers in learning: Inclusive teaching in higher education]. PS-Kustannus. ISBN 9789523701830. 344 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Itkonen, Tiina & Pesonen, Henri Valtteri (2024). The politics and policy of including historically underrepresented students in higher education. Nordic Journal of Studies in Educational Policy. doi: 10.1080/20020317.2024.2409843. Fulltekst i vitenarkiv
• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools. Fulltekst i vitenarkiv
• Pesonen, Henri Valtteri (2024). Tutkijalta suoraan kuultua. Ikluusio 30 vuotta teemanumero [Directly from the researcher. Inclusion 30 years special issue). Kasvatus-lehti. Fulltekst i vitenarkiv
• Vainio, Iris; Pesonen, Henri & Kontu, Elina (2018). Eläinavusteinen opetus, autismikirjo ja kommunikaatio [Animal assisted teaching, autism spectrum disorder and communication]. Kuntoutus. Fulltekst i vitenarkiv
• Pesonen, Henri; Itkonen, Tiina & Nislin, Mari (2017). Autismin mediakäsittely Helsingin Sanomissa [Views on autism in the Helsinki newspaper]. Kasvatus-lehti. Fulltekst i vitenarkiv
• Rämä, Irene; Pesonen, Henri; Kontu, Elina & Pirttimaa, Raija (2014). Autismin kirjoon kohdistunut DSM-uudistus jakaa mielipiteitä. [Renewal of DSM and Autism Spectrum Disorder divides opinions]. Kuntoutus. Fulltekst i vitenarkiv
• Lahdelma, Minja; Pesonen, Henri; Fabri, Marc & Maun, Rachael (2022). IMAGE Good Practice Guide for Academics. IMAGE-project. Fulltekst i vitenarkiv

Se alle arbeider i NVA