Browsing by Author "Krajushkin, Mirva"

Problems might emerge in the learning of students and support is then needed. In order to give sufficient support for students, several different instructions and regulations have been made to insure this, for example the model of Learning and Schooling Support. This model is meant to act as a guide for organizing the support and also to enhance early recognition of difficulties through assessment. Teachers are expected constantly to assess learning and difficulties in learning process of the students, and therefore tools of assessment are important in the supporting process. This thesis examines the tools of assessment used by special education teachers. It also examines how they evaluate these tools and what kinds of differences there are in the use of the tools between schools in the city of Espoo. In addition, this thesis studies the processes of Learning and Schooling Support, what kind of measures the special education teachers take if difficulties in learning or schooling are detected. The data in this study consist of questions answered by special education teachers working in primary schools in the city of Espoo. An electric questionnaire was used to collect the data. Questions were answered by 35 special education teachers who represent almost 50 % of all primary schools in Espoo. The data has been analysed in the means of quantified qualitative analyse. Both qualitative and quantitative information has been collected. Microsoft Excel software and manual arrangement has been used to produce different categories and to construct models of supporting. The intention was to create a description of the changes in the utilisation of diagnostic tools during the past 10 years and how well the procedures of the special education teachers were in line with the given instructions and regulations. The study points out that there is a variety of different assessment tools in use in Espoo and that there was no common policy for assessment tools in use even if the school had a plan for assessment. The city of Espoo only demands the use of Ala-asteen Lukutesti, and therefore schools and teachers were allowed to choose which tools of assessment they utilised. Despite the miscellaneous tools and the lack of precise instructions, special education teachers found these tools important when defining learning difficulties. Teacher also had mostly positive attitude when talking about assessment tools. The processes of support differed between teachers and subjects. Some deficiencies in the supportative processes were found even among those special education teachers who acted according to laws and regulations. In my opinion more time is needed for the correct procedures of supporting seen in the model of Learning and Schooling support to become established. In order to give effective support to students I suggest that teachers are trained and co-operation between different professionals is enhanced.