Even top education systems Leave gaps: study finds special needs students missing key math skills

Finland/ File: NWC Education

According to News Desk, Students with special educational needs often miss out on important areas of mathematics-especially data handling, statistics, and probability. This raises concerns about whether they are being adequately prepared for real-world problem-solving. A recent study of lower secondary schools in Finland examined what special education teachers actually teach, how confident they feel in their instruction, and how consistently they apply evidence-based teaching methods.

Published in the Scandinavian Journal of Educational Research, the study focused on Finnish special education and special class teachers working with students in grades 7–9 who need additional support. Teachers reported on their instruction in key math topics such as algebra, geometry, functions, and problem-solving, as well as their use of research-supported strategies like explicit instruction, self-monitoring, math discussions, real-life applications, and peer-assisted learning.

The results show a mixed picture. Around 90% of teachers said they felt well or very well prepared to teach most areas of mathematics. However, data processing, statistics, and probability stood out as clear weaknesses, both in how often they were taught and in teachers’ confidence. This same pattern has also been seen in the United States, where these topics are similarly underrepresented for students with special needs.

Joseph Calvin Gagnon, Ph.D., chair and professor in the Department of Special Education at Florida Atlantic University and the study’s author, noted: “Finland’s system reflects the benefits of highly trained and well-supported teachers, but it also highlights challenges that are very familiar in the U.S. The key point is that preparation alone is not enough. Teachers need confidence in teaching all areas of math, especially data-related content, and they must consistently use evidence-based practices known to support student success.”

The study also found that the use of proven teaching strategies varied widely. While many educators regularly use core elements of explicit instruction such as guided practice, independent work, and feedback other effective methods were applied less often. These include mastery learning, scaffolding, peer tutoring, structured step-by-step instruction, and teaching students systematic problem-solving and representation skills, all of which are known to improve outcomes for struggling learners.

Finland is widely regarded as a global leader in education. For over 20 years, Finnish students have ranked highly in mathematics on the Programme for International Student Assessment (PISA), a major international benchmark. Researchers often attribute this success to strong teacher education, professional autonomy, and comprehensive support systems for students with learning needs.

In Finland, all teachers are required to hold a master’s degree, and entry into teacher training programs is highly competitive. Special education teachers often work in multiple roles, including co-teaching, consulting, and direct instruction in both inclusive classrooms and smaller learning groups.

Despite their strong qualifications and experience nearly all participants in the study held advanced degrees and had more than 16 years of teaching experience many still reported limited preparation in specific areas of mathematics, particularly those involving data and statistics. This suggests that even in high-performing systems, gaps remain between teacher training and classroom needs.

The findings also indicate that university programs in Finland include relatively few courses specifically focused on teaching mathematics to students with learning difficulties, which may contribute to inconsistencies in both confidence and instructional practices.

Gagnon emphasized, “Finland provides an important lesson not only in what works, but also in what still needs improvement. For the United States, this means investing in stronger teacher preparation and ongoing professional development so that effective strategies are used consistently in every classroom.”

The researchers conclude that future studies should explore why some high-impact teaching practices are underused, how teachers decide on instructional approaches, and what additional support is needed to strengthen both subject knowledge and teaching quality. The ultimate goal is to ensure that all students, especially those with special needs, have full access to the mathematical skills necessary for both academic success and everyday life.