The planning, provision, evaluation, monitoring and development of special education are included in the overall plan for the development of education and the curriculum drawn up by each education provider on the basis of the relevant National Core Curriculum and they are carried out in co-operation with those responsible for mainstream education. In vocational education and training the curricula of the education providers define the organisation of special education and the co-operation within the institution. The responsibility for arranging the rehabilitation and support services related to special education rests jointly with the educational and social administrations and the health care services of each local authority.

In terms of provision of education, an important document is the Development Plan for Education and Research for 2003–2008 drawn up by the Ministry of Education, which sets out the key contents and measures for national development over the coming years. These concern the provision of both mainstream and special education as a whole, because special education is being developed as an integral and natural part of mainstream education. Education providers are required to draw up their local development plans on the basis of the national plan in such a way that the development plan for special education is included in the overall plan. The plans may also be regional and sub-regional. The starting points for planning include guaranteeing the achievement of basic educational security, prevention of social exclusion, early intervention and guaranteeing fundamental educational rights for all people at all levels of the education system.

The priorities of implementation include enhancing the efficiency of the education system and supporting children and young people at both basic and upper secondary level by means such as strengthening remedial instruction and special education as part of mainstream education and pupil and student counselling, pupil and student welfare services and other support services. The starting points include realisation of educational security, prevention of social exclusion, early intervention and realisation of fundamental educational rights for all people at all levels of the education system. Implementation of special education is to be evaluated and supported by drawing up an action programme to improve early identification of difficulties in learning and adjustment and development of teaching arrangements.

The aim is to improve the provision and quality of pre-primary and basic education, promote the creation of sub-regional networks of resource centres, strengthen the realisation of the local school principle and support multidisciplinary co-operation in different branches and at different levels of administration, as well as to develop morning and afternoon activities. Educational objectives and contents, teaching materials and teaching methods will also be developed with a view to taking different learning methods and operating environments into account. Development of operating methods aims to promote the inclusion of pupils and to enhance close co-operation between home and school. In addition, improvement of co-operation between mainstream and special education in activities within the uniform comprehensive school system will be taken into account in teacher education.