Browsing by Author "Vackström, Eveliina"

This bachelor’s thesis is a descriptive review about the factors that have an effect on the articulated phase of basic and secondary education for those with special needs. By scietific literature I examine the differences of objectives and practices of special education in basic and secondary education. For research questions, I chose to ask: how do the objectives and practices differ between basic and secondary education and what effects do these factors have in the process of being promoted to secondary education. As my research literature I used the curriculum of basic education (2014), the curriculum of upper secondary school education (2017) and The handbook of special education (2015). I compared the objectives and practices of special education in basic education, in upper secondary school and in vocational school. There is no overestimating the importance of the articulated phase of basic and secondary education. It is unquestioningly important that a student with special needs gets enough knowledge of the possibilities he or she has for his or her further studies, that are equivalent to his or her needs and strenghts. The multi-professional collaboration has an important significance on the articulated phase, so that the further educational institution gets the information of how the student has been supported in basic education and what kind of support the student needs in his or her further studies. The biggest differences in the objectives and practices in secondary education - in upper secondary school and in vocational school - are associated with the aim of the education. The main objectives of special education in upper secondary school education are to advance the students’ learning, the positive belief of themselves and the education, the competence in everyday life, and taking responsibility for themselves and their studies. In vocational school the main objectives of special education are aimed at accomplishing the degree.