Inclusive Education: Insights from Finland, Canada, and New Zealand
- Mable Green
- Dec 1, 2025
- 3 min read
When I began to see the cracks in our own education system, I naturally started to wonder—what are other countries doing differently? Are they supporting their neurodiverse children better than we are? Is their education more Inclusive? And if so, how?
As a parent with firsthand experience in educational settings, I am always seeking solutions for all the children sitting in classrooms. Many children feel out of place, unheard, or simply misunderstood.
A Look Beyond Our Borders For Inclusive Education
Finland: Education Built on Equity
Finland is often seen as the gold standard of education. Their system is built on equity, not competition. Standardised testing is minimal, and students aren’t separated based on perceived ability. Instead, teachers are highly trained in identifying diverse learning needs early and adapting their teaching accordingly.
Rather than removing a child from the classroom, Finland brings the support to the child. There’s a multi-tiered system of support: general, intensified, and special support—all of which are fluid and without stigma. Everyone gets help when they need it, and this normalises support. No labels. No special rooms. Just inclusive learning.
Canada: Inclusion Through Policy and Practice
Canada has made strong moves toward inclusive education. In provinces like British Columbia and Ontario, Individual Education Plans (IEPs) are tailored not only to diagnosed needs, but also to learning styles. There’s an emphasis on Universal Design for Learning (UDL), which focuses on flexible approaches to teaching that accommodate all learners.
More importantly, there’s collaboration—between parents, teachers, psychologists, and speech and language therapists. It’s not perfect, but the intent is clear: inclusion isn’t just about placement, it’s about participation.
New Zealand: Student Voice at the Centre
In New Zealand, the concept of “Te Whāriki” (the early childhood curriculum) respects a child’s individuality and cultural background. They actively promote the idea that children develop in different ways and at different paces. Their Ministry of Education supports neurodiverse learners through a national Learning Support Delivery Model that involves schools, families, and external agencies working together.
They also fund teacher aides and specialist services without waiting for formal diagnoses—recognising that delays in assessment can delay support.
The Netherlands: Choice and Customisation
The Dutch education system offers more parental choice in terms of school types—including mainstream, special, and hybrid models. Children with neurodiverse needs can attend schools where the curriculum and environment are adapted to suit different learners.
There’s also legislation in place, such as the “Appropriate Education Act,” which requires schools to offer a suitable place for every child, regardless of their abilities. Unlike the UK, where many parents must fight for EHCPs, the Dutch model is proactive rather than reactive.
What Can We Learn form these more Inclusive Educations?
So, what do these countries have in common?
Early intervention without delay
A shift away from labels and towards individual needs
Investment in teacher training
A culture of inclusion, not separation
They focus less on standardisation and more on the child. They don’t ask children to fit the system; they adapt the system to fit the child.
Meanwhile, here in the UK, many of us are still battling bureaucracy, long waiting lists, and funding limitations. Parents are exhausted. Teachers are overwhelmed. Children are slipping through the cracks.
It’s Not Too Late
We need to move from awareness to action. We already have examples of better practice—we just need the will to implement them.
Our children deserve more than survival in the system. They deserve to thrive.