Browsing by Author "Virkkunen, Noora"

Because of inclusive school system a wide group of pupils with different challenges are met in craft education groups. Inclusive craft groups will also have an influence on teachers’ job descriptions. Theoretical literature and previous research suggests co-teaching as one way to support inclusion in schools. The aim of this study was to illustrate craft teachers’ experiences when teaching inclusive craft groups. The study also illustrates the assistance needed by the craft teachers. In addition to teachers experiences the purpose of this study is to describe craft teachers’ opinions about co-teaching with special education teachers. This study was fulfilled as a qualitative survey research. The research call and the questionnaire were distributed to craft teachers via the Internet. The survey contained both closed and open questions as well as a section on teachers' background information. Altogether 46 craft teachers participated in the study. Qualitative content analysis was used to analyze teachers' responses. Teachers felt that inclusive craft groups were challenging in terms of the quality of teaching and the well-being of pupils and teachers. Additional support was rarely available in the inclusive craft groups. Teachers felt that they could use the assistance provided by special education teachers during and outside lessons. Craft teachers saw many benefits when co-teaching with special education teachers, however collaboration between craft teachers and special education teachers was uncommon/unusual. Limited special education resources in craft education is a major challenge for co-teaching and special educators support in the craft lessons. Based on the results of this research, the real inclusion in the craft education where students get needed support, is rarely true and the situation will not change without additional resources and support in craft education.