New education laws that emphasize inclusive ideology were recently

introduced to the Finnish educational system. In this study, I examine

whether these laws provide more inclusive practices and assess whether

the changes in the laws meet the views of the participants on

education. Semi-structured interviews with parents, teachers and

assistants of three children with attention-deficit/hyperactivity disorder

(age: 6–8 years) were conducted around the period of transfer from

kindergarten to schools in three municipalities. The official municipality

websites were examined to find types of classrooms offered. The results

showed that classrooms did not meet all expectations of the

participants and were not satisfactorily inclusive. To enable structure and

safety, the classrooms should be smaller (in the catchment area school)

and should include pupils with and without special education support to

learn from and support each other. The importance of one-to-one

interaction with professional staff was also emphasized. In conclusion,

the effect of the new laws could be seen through varying and to some

extent unequal organizing of special educational support in the

municipalities.