Browsing by Author "Kuri, Johanna"

The objective of this study was to identify strategies used in schools to support the integration of newly arrived students in inclusive education in the classroom and school community, and how inclusivity is implemented in these strategies. The study of inclusivity utilises the three dimensions of the Index for Inclusion model and the participation that each of them aims to achieve. The study also examined the strategies used to support the integration of newly arrived students in light of research-based information. The research material has been collected with an initial survey carried out by the Matinkylä-Olari region's preparatory education research cooperation, which was answered by the teachers and principals of the pilot schools. The initial survey was carried out in August 2023 and the data for this study (N=34) consists of the answers to the two open-ended questions presented in it. This study was carried out as a qualitative study using theory-based content analysis and its analysis framework is the dimensions and inclusion of the Index for Inclusion from the perspective of integration support for newly arrived students. In the strategies named by the respondents, inclusivity was most strongly realised in the inclusive practices dimension (42%), which is explained by the centrality of linguistically responsible pedagogy in the teaching of newcomers. In the inclusive principles dimension, inclusion was weakest, only 10%, which indicates the separation of levels in the school system. The respondents named that they most commonly support integration through team building and promoting the creation of social relationships. The responses also emphasised linguistically responsible pedagogy, which supports the learning and participation of newly arrived pupils, especially when integrated into general education groups. The strategies named by the teachers were mainly aimed directly at the student and narrowly focused. Language and culture teachers and special education teachers saw the support as more extensive, also taking into account, for example, cooperation with guardians. The role of principals in supporting integration was most commonly focused on supporting teachers' work. In conclusion, the gaps between the different levels of the school system are reflected in the support of the integration of the newly arrived pupil. Continuing education can increase teachers' competence in language and culturally aware pedagogy, but it requires common policies in the school's operating culture and pedagogical leadership that enables sufficient and correctly allocated resources to support the integration of newcomers.