Abstract
The paper presents part of the initial results of dissertation research on the nature of the primary school teacher in inclusive education. The presented part presents results focusing on teaching processes in Finnish schools, i.e., the notion of teaching/learning activities chosen by the teacher to ensure quality inclusive education.
A case study design with observation and interview methods with 10 Finnish basic schoolteachers was chosen for data collection. The results show the modesty of the Finnish teachers in their choice of teaching strategies, with independent work or group work with peer learning predominating, but with the help and cooperation of a number of teaching staff working in the classroom at the same time.
Thus, the simplicity of the chosen forms and methods, with a high degree of differentiation and the involvement of a number of other teaching staff, appears to be essential to ensure quality inclusive education.