Browsing by Subject "http://www.yso.fi/onto/yso/p297"

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.