Browsing by Author "Laamanen, Pauliina"

The aim of this study is to examine how teachers describe their pupils studying by activity areas. Pupils studying in activity based area education often have profound intellectual disabilities, mental disabilities or other medical disabilities or conditions. Previous research has shown that when describing pupils who receive special support the descriptions are often negative and focused on individual problems. Previous studies suggest that pupils studying by activity areas have increased variation in the amount of support they need in special needs, learning capacity and in their ability to function. The goal of this study was to determine how teachers describe their pupils abilities to learn and how learning actually takes place. In addition, the way teachers describe their pupil’s ability to function, personality and their interests were also studied. The data of this study consists of 19 interview transcripts of teachers in activity area based education. The interviews were collected across Finland during the INTO-project in 2018–2019.This study was conducted with qualitative research approach. Analysis was implemented with the procedures of qualitative content analysis and the results are presented with a thematic networks analysis method by Attride-Stirling (2001).The results were organized into basic themes, organizing themes and global themes. According to the results, the teachers viewed their pupils’ learning skills as being limited and that the learning process is gradual. Pupils were described has having wildly different abilities to function, but the results showed that with certain pupils their ability to function is greatly challenged and this was affected by several factors. According to the results the interests and skills of the students are usually strongly aimed at concrete things that they enjoy doing. Teachers used somewhat colourful and unique expressions about their pupils’ personalities. Based on the results the pupils in education arranged by activity areas have diverse needs of support and require very individualised teaching methods. Teachers perceive their profession to be challenging. Further research and discussions about adequate in-service training and developing the curriculum are needed.