Browsing by Author "Pöntinen, Anne"

Aims. In the National Core Curricula for Education (2014), the pupil is seen as a participatory and influential actor, which should be considered in the assessment discussions. The teacher should strengthen the positive atmosphere and learning environment, different ways of communicating, along with speech, are important to consider. For this need, the Conversation with Symbols (KESY) material has been developed. The purpose of the study is to map the applicability of the new method to the practical work of a special education teacher. The aim was to collect the special education teacher's user experiences of KESY assessment discussions by means of action research and to find out how the KESY method is suitable for students studying by functional area as part of the assessment discussion. In addition, examine how the KESY assessment discussion supports students' inclusion. In addition, the aim was to develop my own professional skills and work practices by introducing a new method for myself as part of the teaching of students in need of special support. Methods. As a researcher, I have played a dual role in the research process, as I have worked as a researcher and teacher. In this study, students in their own small group class formed the target group of the study. The pedagogical and methodological KESY visual material has been utilized as a tool for producing the material, the aim of which is to increase the student's participation in the assessment discussion. The research material has been collected for the participants in a natural environment in their own school classroom. The research data is based on notes and photographs compiled in assessment discussions of a small group of special support. Results and Conclusions. Based on the results of this study, it can be said that the KESY method is very suitable for a student studying by activity areas as part of the assessment discussion. In terms of content, much more students' opinions and issues were raised than in previous traditional assessment discussions. Importantly, all students were able to participate in it in their own way with teacher. The use of images is a very useful means of communication at school, and the use of images benefits all students at school, regardless of their level of support. The KESY assessment discussion supports students' participation in many ways. With its help, the student's voice can be heard and his or her opinion can genuinely be put at the center of the assessment discussion. The student's participation is realized for real, and not just as a goal on paper. The pupil is heard and involved regardless of his or her abilities for linguistic interaction. The KESY assessment discussion enables a dialogue between the student and the teacher, in which the student can express their thoughts with the help of adult support.