Browsing by Author "Kallio, Krislin-Heleri"

Aims. The purpose of this research was to investigate what kind of guidance teachers wanted with pupils who have special needs. In this research guidance means counseling, guidance or consultation. The terms inclusion and special support models and their role in the new Curriculum are demonstrated in this research. Previous studies have shown that the attitudes of teachers are essential when the goal is inclusive school. This research is current, because the new Curriculum and the three-tier support means that teachers are working more and more with pupils with special needs. Methods. This study is quantitative and the data was collected by e-form between 1.11.2015 – 31.1.2016. The questions about what kind of guidance teachers needed when having SEN pupil in class were analyzed from the e-form. The respondents were from middle sized west Finnish municipality, middle sized east Finnish municipality and part of KELPO development project coordinators and their colleagues. There were 83 respondents. Results and conclusions. The teachers found pedagogical discussions with colleagues and special education teacher as co-teacher as the most interesting ways of guidance. The least interesting forms of guidance were participating in long term vocational education, guidance about work ergonomics and lectures. Altogether there were 13 different forms of guidance. The background information were age, teaching experience in years, possible experience about special need pupils and possible education about special pedagogies. From the background variables the most influence had was the respondent class teacher, special education teacher, subject teacher or principal. The main conclusion of this research is that the key to the success of inclusive school is in the change of schools culture. The necessary resources' are already available for the most interesting ways of guidance pedagogical discussions with colleagues and special education teacher as co-teacher. The key to successful inclusive school relies on the change of school culture.