Pre-primary education in Lappeenranta makes use of three levels of support. The three levels of support form a coherent continuum from early childhood education to pre-primary education and onwards to school.
The starting points for the organisation of support are the child’s strengths and needs related to learning and development. Support is provided in the child’s own pre-primary education grou ...
Please contact your child’s early childhood education special needs teacher, head of the day care centre or family day care coordinator for more information on the early childhood education support measures. The contact information can be found under Service Locations.
All pupils are entitled to group-specific forms of support, which are based on planning and anticipation. In pre-primary education, they are implemented following the principles of pre-primary education. The aim is to support the pupil's learning as early as possible and at a low threshold.
Group-specific forms of support are:
If group-specific forms of support are not sufficient, the pupil is offered pupil-specific support measures. They are regular and based on individual support needs.
Pupil-specific support measures in pre-primary education are:
Special education teacher's instruction provided partly in a small group means that the pupil is in an ordinary class, but in some subjects, they study partly in a small group led by a special education teacher.
Special group instruction means primarily full-time teaching in a special group in all subjects or areas of activity.
Pupil-specific interpretation and assistant services mean services that allow pupils to participate in education in general and help them achieve the objectives set in the curriculum. They are only used when other measures are not sufficient.