Browsing by discipline "Erityispedagogiikka"

This study examined the use of audiobooks as a support to high school studies. An inquiry was targeted to the special education teachers working in high schools. They were viewed to have an expertise both in high school studying and in special education. This study examined the familiarity of audiobooks produced by the special library Celia to the special education teachers. It also surveyed the teachers' views about special learners' possibilities to benefit from the use of audiobooks, the use in different subjects and in different study phases. The special education teachers were also asked, why the audiobooks are much more used in primary school than with the high school studies. The use of audiobooks has earlier been studied in Finland in primary school level. According to Kuismanen and Holopainen (2013) 95 % of students felt that the use of audiobooks benefited their studies. The students felt that they learned easier by listening and that they understood better. Students liked the opportunity to read by themselves, without the help of any others. Most of all audiobooks were used in history and in biology. (Kuismanen & Holopainen 2013, 23, 52.) In this study the research material was collected using a web-inquiry. It was answered by 33 special education teachers. The questionnaire included claims and multiple-choice questions. The answerers were also given opportunity to clarify or complete their answers or otherwise comment the subject in question. The research material was analyzed by using descriptive statistical methods. Almost all teachers were familiar with audiobooks produced by Celia. 90 % of those teachers, who were familiar with audiobooks, had recommended the use of the audiobooks to students. Beside visually impaired students, the use of audiobooks was considered beneficial to the students with dyslexia or with special language impairment. Audiobooks were considered useful especially when preparing to exams or to the matriculation examination. It was thought to lighten the burden of studying. When asked why audiobooks are less used in high schools than in primary schools, the special education teachers supposed mostly that the costs of audiobooks were a problem after other book expenses. On the other hand, they also thought that the reason was the ignorance of the audiobooks.

The purpose of my previous research (minor laudatur thesis, year 2005) was to clarify how the comprehensive school and the Steiner school approach the special education pupil as well as to examine what sorts of similarities and differences there are between the Steiner education and special education. Through my thesis I also attempt to examine how the ideologies/intellectual worlds and teachings of the Steiner school and the comprehensive school could be combined and brought closer to one another as well as how the best parts of both schools could be combined in order to take advantage of them in both schools. The research was implemented as a review of literature. At the beginning of my research the ideology and development of inclusion, integration and inclusive upbringing are examined as the basis for the next chapter, in which the concept of man is examined from the viewpoint of special education. I discuss the idea of man on the basis of four central principles. These principles are human dignity, integrity, the right of self-determination and participation in life and society. The fourth chapter provides a detailed introduction to the concept of man from the viewpoint of the Steiner education. First the points of departure and bases of value of the Steiner education are discussed, and then on the basis of these the idea of man and man's different aspects of being in the Steiner education are discussed, as well as the development rhythms and the seven year stages of the child. I examine the differences between these two educations by comparing their ideas of man. The Steiner education is based on Steiner's educational views and the concept of man, upon which these views are based. The concept of man guides the raising and education of the child and is thus also strongly connected to how the special education pupil is approached in the Steiner school. I consider the fourth chapter to be of particular importance for the reader because it is there that I discuss the concept of man of Steiner education as well as the development rhythms of the child, among other things. Without becoming acquainted with the concept of man of Steiner education it is extremely difficult, if not impossible, to understand methods used in approaching the special education pupil, such as temperament training and form drawing. The concept of man of special education also creates the basis for how a pupil requiring special support is approached in the comprehensive school. The fifth chapter discusses methods used in approaching a pupil requiring special support in the Steiner school. The sixth chapter discusses methods used in approaching a pupil requiring special support in the comprehensive school. At the end of this research I attempt, on the basis of the comparison between these two educations, to disclose the similarities and differences of them in approaching the special education pupil. I complemented my minor laudatur thesis by taking in account the 3-phased support model.

Objectives. The aim of this study was to examine the development of cognitive, language and play skills of special needs children, who participate either in integrated special group or in a regular group receiving the help of early childhood education special needs teacher. The three research questions were: 1. What kind of differences appear when comparing the development of children with special needs in the integrated special day care group and children with special needs in a regular day care group with the support of early childhood education special needs teacher, with subquestions a) what were the differences between peer children, children in the integrated special day care group and regular day care group special needs children at the start of the study, b) what differences appear in the development of skills in different status groups? 2. What kind of differences appear between girls and boys? 3. How do the skills of peer children and special needs children advance? This study utilizes the Attachment theory (Bowlby, 1969) to discuss children’s social attachment and the effect of peer interaction. This study is a part of LASSO-project. Methods. The study was conducted by combining two sections of the LASSO-project. The data consisted of parts of the WPPSI-III and NEPSY-II intelligence and neuropsychological tests and Play School Play Behavior Scale. These tests were used to measure children’s cognitive, language and play skills. The children were between three to seven years old during the study (N = 366). The data was analysed with repeated measures two-way ANOVA, non-parametric Friedman’s, Kruskall-Wallis -, Mann Whitney U -tests and Spearman’s rank correlation coefficient with SPSS 25 -tool. Results and conclusions. The study revealed that there were differences in the development of different group forms and between status groups. The peer children were ahead in skill development when comparing them with group form or status group. The children who received the support of early childhood education special needs teacher had better skills comparing to the children in integrated special day care group. The children with severe disabilities had the lowest scores among status groups. There was a positive albeit mediocre correlation between cognitive and language skills as well as positive correlation between social play variable and cognitive and language skills. Based on the results it would seem that special needs children could benefit being in a regular day care group with the support of the early childhood education special needs teacher.

The focus of this study is in private sector kindergartens early childhood special education in Helsinki; used procedures and current challenges from the point of view of special education. It has been studied how the supportive mechanisms and services of children with special needs have been organized in private kindergartens and what kind of choices these kindergartens make when selecting children or when special needs emerge and how the support is carried out. Additionally, It has been studied how the co-operation of public and private kindergartens work and how equal children are depending on whether they are customers of publicly or privately run services. The study also introduces methods how early childhood education in private kindergartens could be economically and functionally available possibility for all families, regardless of increased demand of special support. The study deals with a hot topic. The law about early childhood education is old (1973) and it is finally in process of being modernized. The discussion around its contents has been vivid in both academic publications and media. At the moment private kindergartens are responsible in about 8% of the national budget for early childhood education (2.6 billion €). The percentage is growing. Main material for the study consist of five interviews of professionals working in private kindergartens in Helsinki. The used method is closest to a half-structured interview, in which all interviewees were asked the same questions in flexible order. The narrative theme interviews were recorder. One person was interviewed at a time, except in one case where there were two people answering questions. Central findings of the study were that, as expected, there were hardly any children with special needs in privately run kindergartens. Amongst the applicants there had been children with special needs, but the families had been informed about the limited support possibilities and advised to turn to public early childhood services. The early childhood special education tool kit is vastly more inclusive in public than in private sector. One solution could be to increase the amount of local special education teachers that would working solely on private sector. This would make sure that children would have more equal possibilities to use their local kindergartens, despite the fact that those may be private, and be entitled to first class early childhood education Рregardless of their special needs.

Alcohol use during pregnancy might have serious consequences. Alcohol causes variable amount of damages to the growing fetus. The ones that are most damaged can be deeply handicapped, milder exposure might cause different kinds of cognitive problems. The whole spectrum caused by alcohol use during pregnancy is called FASD (fetal alcohol spectrum disorder). The purpose of this study is to describe the process of diagnosing individuals who are exposed to alcohol in uterus, their rehabilitation and upcoming challenges. The aim was also to determine what happens if the diagnosis is not right or if the individual doesn't get diagnosed at all. The research was made as a literature review. Data was collected manually by using several different databases. After screening and processing the material 9 articles and 11 books were included to the research. The method of analysis in use was inductive content analysis. The endeavour was to describe all the changes, conditions, functions and evolution that involve to this phenomenon. The research indicated that making a diagnosis under the FASD-umbrella was challenging. Various methods of diagnosing, certification of alcohol use during pregnancy and individualised symptoms complicated the process. Often a more socially acceptable diagnose ADHD was given instead of FAS. It increased the possibility of secondary symptoms to appear. When diagnosis FAS was given, the course of life often became challenging. Actions by child welfare, rehabilitation and support measures dominated persons life even in adulthood. Early diagnosis and custody appeared to be most relevant factors in improving the quality of life for individuals exposed to alcohol in uterus.

The aim of this study is to identify teachers' opinions and methods in individualisation and special support at vocational adult education and training, and how does the individualisation support the students who have special needs. Target is additionally to identify which methods are needed when teaching students with special needs and what kind of special support the teachers are giving or willing to give. In this study nine teachers were interviewed. Teachers were selected from different sectors of vocational education in all sectors of one VET provider. Data was analysed with case-study approach and Phenomenographic framework. Vocational adult education is based on competence-based qualifications. Each student is provided with individualisation plan to help to reach the required vocational skills. Individualisation plan also includes: learning needs, competencies, possible special needs, needed special support and counselling. Need for special support with adults is recognized and special education and support in adult education is defined in Finnish and international studies. Teachers in VET for adults are giving special support and counselling. Supporting systems are developed by VET providers in their different fields of education. Teachers need more training and discussion about special education. It was found in this study, that teachers used different ways to answer to the students' special needs. Most used methods were: giving more time to learn, individual counselling and support and understanding the different methods of learning. Teachers need still more time and collegial support to help the students to reach their goals. They have the will, but more resources are needed.

Inclusive education is based on the idea that all children have a right to attend and to be welcomed by their neighbourhood schools in regular classes. Indeed, in the dominant educational debate the appropriateness of separate systems of education has been challenged, both from a human rights perspective and from the point of view of effectiveness. In spite of that the inclusive movement has been slow in Finland and research has widely demonstrated that the attitudes of the teachers towards inclusion are quite qualified. The aim of this study was to review what are the attitudes of the students' of the Department of Teacher Education towards inclusion and how they feel their education supports the principles of inclusive education. In addition, this study investigates how familiar the students are with The United Nations Convention on the Rights of the Child and if the knowledge of the convention correlates with the attitudes towards inclusion. The approach in this study was survey research. The sample was comprised of 119 students studying at the Department of Teacher Education at the University of Helsinki. The data was collected by means of a questionnaire that included Prof. Timo Saloviita's Inclusion meter and statements about the Convention on the Rights of the Child, inclusion and the students' experience about their education. The material was analyzed by statistical methods. The attitudes of the student teachers to inclusion appeared to be slightly positive. The education programme or other variables did not affect the attitudes towards inclusion. The students felt their education programmes support the principles of inclusive education slightly. The Convention on the Rights of the Child was unfamiliar to the students. The knowledge of the convention did not correlate with the overall attitudes towards inclusion, but the correlation was positive when the attitudes towards inclusion were considered more precisely from the point of view of expected outcomes and inclusion as a value. The qualified attitudes on average towards inclusion demonstrates that a notable number of the students resists inclusion. From the rights of the child point of view the Department of Teacher education should draw attention to this and base the training on these facts. The department should also find ways to change students' approach to inclusion.

Aims. The aim of this study was to examine the effects of Lola's World educational game on children's early numeracy skills learning. Previous studies indicate that early numeracy skills are important for later mathematical skills development. Thus, it is fundamental to support these skills already in kindergarten. Core numerical skills before school age include non-symbolic and symbolic number sense, counting skills, basic skills in arithmetic and understanding mathematical relations. Some children show weak performance already in their early numeracy skills. These weaknesses can partly be explained with factors such a cognitive skills or socio-economic background. According to previous research short mathematical computer-assisted interventions have demonstrated positive effects on children's learning. Methods. Thirty-three children between 5 and 6 years, from four kindergartens, took part in this study. Twenty-three children were split randomly in two groups. One group (n = 12) played Lola's World focusing on early numeracy skills and other group (n = 11) was an active control group that played Lola's ABC Party that focused on language skills. Rest of the children (n = 10) served as a passive control group and they did not play any games during the intervention phase. Intervention continued three weeks and children played Lola Panda -games every day for about 15 minutes. Children's numeracy skills were measured using Early numeracy test and their nonverbal reasoning skills were assessed with Raven test. Analysis was done mostly using one-way ANOVA. Results and conclusions. There was a positive development of early numeracy skills during the intervention, but it was not statistically significant in any of the groups. Children's numeracy skills increased most in Lola's ABC Party group and the least changes were measured in Lola's World group. Children whose homelanguage was Finnish had better numeracy skills than children whose homelanguage was other than Finnish. Because there was a strong negative correlation between playing time and numeracy performance it seems that the intervention was not appropriately supporting early numeracy skills development. Perhaps it is also possible that Early numeracy test was not sensitive enough or Lola's World does not improve all skills included in the test.

Objectives. The purpose of this case study was to gather information about quality of life and happiness in people with intellectual disabilities. The study was examined the meaning of different contexts and relationships to the quality of life and happiness of people with intellectual disabilities. The study was also examined how women and their mothers are experiencing well-being. Studies in the past have shown that happiness does not differ significantly from happiness of the majority, but the rate of happiness is slightly higher in people with intellectual disabilities. Self-determination, choices, safety and health are the most important factors in the quality of life in people with intellectual disabilities. Methods. The data were collected from three women with intellectual disabilities and their mothers via semi structured interviews. The data were analyzed using qualitative content analysis with the tables which were created by two main theories of the study: quality of life theory by Schalock etc. (2002) and theory of subjective well-being by Diener and Lucas (1999). Results and conclusions. A map of relationships and a map of contexts were created for each woman. The study also examined experienced well-being. There are significant variation between women's quality of life and happiness. The findings indicate that an individual's way of life has a prominent impact to experienced quality of life and happiness. Meaningful life is a key to a good and happy life.

The purpose of this study is to compare special education teacher training programs of University of Helsinki and University of Jyväskylä trough the lenses of inclusion. Study has been made by comparing curriculums of special education using a theory of core-values of inclusion. According to Watkins and Donnelly (2014) there are four core-values of inclusion: valuing learner diversity, supporting all, working with others and professional personal growth. Study has been made by using qualitative content analysis. This study is a part of Oppijan oikeus – Opettajan taito -project, which aims to create com-mon teaching materials and equalize special education teacher training in universities and universities of applied sciences in Finland. This study is a part of the first step of the project: to find out what is the current situation of special education teacher training in Finland and what are the most important issues curriculums consist. Results show that all four core-values of inclusion are highly included in both curriculums of the universities, alltough the word inclusion does exist only once in curriculum of Jyväskylä. Common contents in both curriculums are special education in science and in practice, varie-ty of special needs in education, to plan, execute and evaluate the support in learning, work-ing with others and personal professional growth. The differences in curriculums are primarily in perspectives that contents are presented. Positive pedagogy, criminology, social exclusion, Finnish in second language -teaching and psychiatry exist only in curriculum of Helsinki. Mul-ti-professional teamwork, disablement and challenges in behavior are more visible in curricu-lum of Jyväskylä. Both of curriculums include rhetoric about troubles and hardships.