Browsing by Subject "http://www.yso.fi/onto/yso/p18355"
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(2022)Aims. The goal of my thesis is to find out how teachers teaching in vocational education and training (VET) understand inclusion in their own practices and how, according to their under- standing, inclusion is realized in different learning environments. For a long time, efforts have been made to introduce the principle of inclusivity into the education system, which is used to try to dismantle the paradigm of special education. However, inclusion is most often studied in the context of basic education, and the discussion about inclusion in the context of VET is not as lively. However, the same international and national obligations also apply to VET, so research would be equally needed in this context as well. Methods. The research data is part of the Governance for Inclusive Vocational Excellence (GIVE) project. The target group of this partial study consisted of 13 teachers from VET, whose thematic interviews formed the data. The themes of the interviews included the definition of inclusion, its appearance in practices and as an object of evaluation, as well as in documents and strategies. The data was analysed using phenomenography and abductive analysis. Results and Conclusions. Teachers understood inclusion through the ideals presented in official documents and through the implementation of laws and degree structures. However, many inclusive practices were found in the teachers' descriptions, especially through the preparation of personal competence development plan (PCDP) and the provision of support. For the most part, the teachers did not know how to verbalize these practices as part of inclusion. This could possibly be because there is not enough discussion about inclusion in VET, or that inclusion is spoken of under some other name, such as personalisation, participation, accessibility or support and guidance. The teachers hoped for a joint time to develop and unify various inclusive practices in both educational institutions and workplaces in order to create a common operating culture and develop inclusive structures. This is also strongly related to the development of the teachers' own competence, for which more support and sharing of competence was hoped for, as well as a stronger link to practical work.
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(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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(2017)Aims. The City of Helsinki is developing the education of newly arrived immigrants towards inclusion of pupils in basic education in spite of separate reception classrooms. The aim of this study was to find out, how teachers define the concept of inclusion in relation to the instruction preparing for basic education. Moreover, the study was interested in teachers' experiences and expectations of this inclusive model. The aim was to find out about the kind of support teachers need when teaching newly arrived migrant pupils. Based on this study it is possible to develop preparatory education as well as further professional training to provide the appropriate support for teachers. Methods. The research was conducted through two group-interviews with six teachers altogether. The teachers worked as class teachers or subject teachers in two different schools. The inclusive model was put into practice in one of the two schools. In addition, the aims of the preparatory education in the City of Helsinki were established from an interview with a specialist from the Educational Department. The data of this study was analysed by means of qualitative content analysis and actantial analysis. Results and conclusions. The interviewees considered inclusion as responding to the aims of education and the changing social fabric in Finland. They believed the inclusive model to be an ethical way to teach newly arrived migrant pupils, as the model enables participation in the classroom and school community better than the separate reception classroom does. However, poor knowledge of Finnish was regarded as the most challenging factor affecting the activity of these pupils. Further practical guidance as well as clearer goals for education of newly arrived immigrants and teacher's role in it were required. Teachers also wished for sufficient resources and new kind of school structures to enable more efficient collaboration with colleagues and teaching assistants. Based on the results of this study it is possible to develop guidance and support for teachers to teach newly arrived migrant children in basic education. Moreover, the resources can be targeted to promoting teachers' know-how and positive attitude to support the participation and learning of newly arrived immigrants.
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