Browsing by Subject "Integraatio"
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(2022)The purpose of this study was to describe the experiences of special needs teachers and classroom teachers in the integration of students with special needs into general education and the teachers' cooperation. The term integration is used from special needs students who studies partly in a general classroom with peers. The pre-integration form is segregation, where students are isolated from other students, and the post-integration form is inclusion, where the school adapts to the needs of the pupil. The aim of the study is to find out how integration is implemented in today's schools and how classroom teachers and special needs teachers perceive the benefits and challenges of integration in everyday school life, and thus the implementation of inclusion and related cooperation. The study was qualitative research. The interview was attended by three special classroom teacher and classroom teacher pairs who implemented integration. The data was collected as a semi-structured thematic interview and analyzed by theory-guided content analysis. According to the research teachers defined integration in more dimensions than in the previous definitions of integration. Integration was also thought as a transition from general education to special education. Teachers saw the benefits of integration as factors that can be utilized by the individual student in need of special support, while challenges were seen in organizing integration. According to the research as a benefit the teachers mentioned the increase in the pupil's social skills and as a challenge they mentioned physical learning spaces, as well as the teacher’s communication. Teachers attitudes for inclusion were mainly reserved as inclusion was seen as a means of saving. Some teachers felt that studying in general education was not suitable for everyone. Based on the results of the study, the teachers were pleased with their collaboration. The benefits of cooperation were mentioned more than the challenges. For integration or inclusion to take place, teachers should have a common understanding of teaching and a desire to develop their own activities. The school's resources also influence the organization of special needs education.
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(2020)This article-based master’s thesis describes and examines the debate around the comprehensive school through the concept of inclusion. The material was obtained from the opinion pieces, published in the newspaper Helsingin Sanomat in 2009-2019. The dissertation was inspired by the international MAPS (Mixed classes And Pedagogical Solutions) project, which explores the opportunities of schools to meet the challenge of inclusion from a societal perspective. The cornerstone of the dissertation was the Salamanca Statement signed in 1994, in which Finland made a commitment to improve the educational inclusion. The aim was to find out, how inclusive school is constructed in opinion pieces, how the views of different groups of writers differed from each other, and how the core of the idea of inclusion – human rights and dignity – were reflected in the writings. An essential - and also timely - topic of discussion for the dissertation was the three-tier support model that came into force in 2011, which took the comprehensive school into more inclusive direction. In total, 94 opinion pieces was analysed in this study, to increase under-standing of how inclusion is defined in public discussion. Based on the opinion pieces, the inclusion was strongly linked to the relationship between the special and general education. The school was described as a place where the resources available, as well as the resilience and adequacy of teachers, do not meet the challenge of inclusion. In the end, relatively little attention was paid to the core of the idea of inclusion, human rights and dignity. The most challenging barrier for implementing the inclusive school was the behavioral problems. Based on the research data, inclusion was not opposed as an endeavour, but it seems that there are no possibilities to implement it due the lack of resources. This seems to cause a backlash, that turns many thoughts to the opposite, an exclusive direction. To secure everyone’s learning, new ways of discipline are needed. Research article “Savings and non-compliance with international agreements. Inclusion discussion of comprehensive school at the Helsingin Sanomat newspaper opinion column in 2009-2019” is to be published in the NMI-Bulletin magazine in autumn 2020.
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