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Browsing by Subject "http://www.yso.fi/onto/yso/p16241"

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  • ”Jo varhain on valittava polku työelämään tai eläkkeelle” : vaikeasti aisti- tai liikunta-vammaisten koulutuspolut 
    Rautiainen, Pauli (2024)
    In this research, I will examine the educational pathways of young individuals with se-vere sensory or mobility impairments in Finland, focusing on their transition from educa-tion to the workforce. Interviews with 45 participants born since the early 1980s indicate four key struggles: 1) the fight for inclusion in mainstream education, 2) the struggle for accessible learning environments, 3) combating discrimination and ableism in educa-tional settings, and 4) integration into the labor market. These struggles highlight em-bedded ableism in the education system and society, perpetuating the belief that disa-bled people are less capable or valuable. Until the early 2000s, the existence of a net-work of special schools emphasised the choice of school enrolment, with parents play-ing a crucial role in choosing the path. Since the dismantling of the special school sys-tem, people with severe sensory and mobility impairments are more likely to be educat-ed in mainstream education, so the struggles have shifted to the later stages of the ed-ucational pathway. This has meant that disabled people themselves have become key players, alongside parents. At the same time, the difference in educational pathways be-tween disabled people with a disability before the start of the school years and disabled people with a disability later in life has diminished.
  • Opiskelijoiden kokemukset esteettömyydestä Helsingin yliopiston käyttäytymistieteellisessä tiedekunnassa : laadullinen tutkimus 
    Manninen, Elisa (2016)
    Aims. The aim of this study was to examine the students' experiences of accessibility at the Faculty of Behavioural sciences, University of Helsinki. According to previous research, students face different barriers to study during their studies. These barriers have an effect on the students' ability to study. Based on the principles of accessibility, the study environment should be available to everyone both on a physical, physiological and social level. Not a single concrete barrier nor an attitude should set any insurmountable obstacles for the students. The ideology of inclusion has spread from the comprehensive schools to higher education to promote equality. According to the ideology, every student is accepted as an equal member of the university community regardless of his or her special needs. One of the views that has influenced the ideology of inclusion is the social model of disability. According to this view, disability is based on social arrangements and therefore it can be influenced, diminished or even removed. This study produced information about the types of barriers of study the students have experienced and in which ways they have tried to overcome these barriers. In addition to that, this study examined the means the students need additionally to overcome the barriers. Methods. 47 students of the Faculty of Behavioural Sciences at the University of Helsinki took part in this study. The data was collected with an internet-based questionnaire. The data was then analyzed by qualitative content analysis. Two different levels of analysis were created from the data. The first analysis level consisted of all 47 respondents. The second analysis level included those 14 respondents, who have a learning difficulty, a sickness or any other state that has an effect on their ability to study. The data was analyzed on both levels of analysis according to all three research questions. Results and conclusions. This study displayed that students experience a wide range of different barriers to study. On the first analysis level the barriers centered around the study environment, especially on the administrative frames of studying. On the second analysis level the barriers focused on the area of personal life, especially on the difficulties in learning and studying, and also distress and fatigue. Based on the results, the students possessed some means to use in overcoming the barriers to study, but they were also often forced to manage by themselves. The students required a wide range of means to overcome the barriers. The most vital means were support, guidance and informing, and changes to the concrete teaching arrangements.

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