Support measures for learning in basic education

Many children need support for their learning. As per the Basic Education Act, a pupil has the right to receive guidance counselling and adequate support for learning and school attendance throughout basic education. Support must be provided as soon as the need for it arises. Your child may need support for their learning and school attendance, either temporarily or for a longer period of time. The need for support may vary from minor to major, or the pupil may need several kinds of support at the same time.

Many factors that cause learning difficulties can be identified already before school starts, such as during day care or pre-primary education. Difficulties in learning or school attendance may also arise during basic education. The earlier your child receives support, the better their increase or accumulation can be avoided.

The three levels of support for learning and school attendance are general, enhanced and special-needs support. More information is available on the pages Enhanced support and remedial teaching in basic education and Special-needs support in basic education. The aim is to organise the support your child needs primarily in their own teaching group.

Types of support include:

  • Remedial teaching: Additional support provided by the teacher outside the lesson.
  • Differentiation: The teacher can remove or add subject content and give alternative assignments.
  • Special focus areas of studies: The teacher determines the most integral areas of the subject on which the studies will focus.
  • Flexible grouping: Studies can take place in different kinds of groups flexibly.
  • Part-time special-needs education: Support provided by a special-needs teacher.
  • Guidance counselling: Support in the form of guidance provided by your own teacher or the guidance counsellor.
  • Assistance services: Support provided by the guidance counsellor.
  • Aids: Various aids that support learning and school attendance.
  • Pupil welfare services: Services provided by the school psychologist and school social worker.
  • Full-time special-needs education: Studying in small groups or in integrated education under the special-needs teacher’s direction.
  • Syllabus individualisation: The target level is specified individually. This will be determined in the decision on special-needs support.

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Contact your child’s teacher or the school’s special-needs teacher for more information on the school’s support measures. The contact information is available in Wilma.

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