Vulnerable children who may never have had a real chance—especially in school—are a heartfelt concern for Christel Sundqvist, newly appointed Professor of Special Education at Karlstad University. Her guiding principle is to help them early so that problems do not arise later in their schooling, leading to marginalization and exclusion.
Originally from Vaasa, Finland, Christel Sundqvist first studied social sciences, social policy, and sociology, earning a Master of Political Science degree at Åbo Akademi University. After graduation, she worked as a counselor and supervisor in care services for people with intellectual disabilities. She also worked as a social worker in child protection.
"There I met children and adults who I felt had never been given a chance, especially in school. That’s when I realized I wanted to work preventively with children. I continued my studies to become a special education teacher at Åbo Akademi and eventually earned my PhD in the field."
After completing her doctorate in special education, Christel worked as a university lecturer in the special education teacher program at Åbo Akademi and as an Assistant Professor at Nord University in Bodø. She has also continued her research in the field.
"As a researcher, I have examined the role of the special education teacher and how they can collaborate with colleagues to help children in school. I want to contribute to counteracting marginalization."
Close Collaboration in the Classroom
Christel has focused on collaboration between teachers with special education expertise and those with general pedagogical competence, with particular emphasis on mentoring, consultation, and co-teaching. Through her book “The Collaborative Teacher” and articles in the magazine Vi lärare, it is clear that general teachers and special education teachers collaborate in different ways in Finland and Sweden—and that the two countries have much to learn from each other. The new directives on additional support in Swedish schools came more than ten years ago, and at that time it was unclear who was responsible for implementing them in the classroom—something that is now being examined more closely.
"There is a lot of international research showing that inclusive education requires close collaboration in the classroom between teachers with and without special education expertise. This is something Finland is now investing in, and perhaps it is possible because there seem to be slightly more special education teachers in Finnish schools than in Sweden. I am leading a research project in Finland and participating in one here in Sweden. In the Finnish project, we follow the development of co-teaching in several classes in grades 7–9. Thanks to funding from the Swedish Institute for Educational Research, I will start a new project next year in collaboration with researchers at Uppsala University and Åbo Akademi, focusing on how co-teaching can be developed in Sweden."
"At the same time, major changes are underway in Swedish schools. There is a push to sort children early so that teachers can focus on certain types of students and create more special classes instead of keeping children in their regular classes. This is worrying and leads to marginalization, exclusion, and polarization. It does not bode well considering how Swedish society is developing, with more young people being recruited into gang crime. Investing in early support in the regular classroom would strengthen students’ learning and promote early understanding and acceptance of diversity. The Swedish government is conducting an inquiry that seems aimed at dismantling the special education profession and instead hiring more special education teachers. Special educators are an important profession—they work more strategically to identify and remove barriers to learning and have the expertise to mentor classroom and subject teachers to develop accessible learning environments. Their collaborative role should be strengthened, not dismantled. Children also see that adults can work together. In my new position, I enter right into the middle of this storm. If such a change becomes reality, it will affect the training of special education teachers and special educators at Karlstad University and require new research to ensure that the consequences are monitored."
Why Has Finland Found a Good Model for Collaboration?
"There are things that need to be developed in Finland too. We are now working to improve support for students in the classroom, where the special education teacher enters the class and collaborates with the teacher. This way, we identify children who need help early. We don’t sweep anything under the rug—we want to work preventively so that problems do not arise later in their schooling. Getting support from a special education teacher is not about being excluded. Children receive help for short periods, and special education teachers are visible in the classroom. There is no drama in that."
Important to Follow the UN Convention on the Rights of the Child
There is a significant amount of special education content in Swedish teacher education, which should contribute greatly to collaboration between special educators/special education teachers and other teachers. The resources seem to exist, but they are not organized to work together.
"Sweden has come much further than Finland in collaboration when it comes to special educators mentoring other teachers. But at the same time, populist winds are blowing around this issue—there is more focus on punishment for children, which becomes more important than helping them at an early stage. This goes against the UN Convention on the Rights of the Child, which Sweden has signed. Inclusion has been an important issue in Sweden, but resources have not been allocated to it. Now the winds are changing."
What Does a Professor of Special Education Do to Stay Well Outside of Work? Exercise, family, and quiet stillness are the recipe.
"I have written some fiction earlier in my life while raising three children. Looking back, I don’t understand how I managed it. I love going to the gym and spending time with loved ones in nature and at my summer house. Exercise, water, and forest calm a mind that often runs at full speed. Every morning I start in silence without TV or radio—that is meditation to prepare for an intense workday."
