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Browsing by Subject "erityisluokanopettaja"

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  • Erityis- ja luokanopettajien kokemuksia integraatiosta ja opettajien välisestä yhteistyöstä 
    Mäkinen, Minja (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.
  • ”Hyvä kysymys, riippuu keneltä kysytään” Erityisopettajien ja erityisluokanopettajien käsityksiä erityisopetuksen opettajien tehtävänkuvista peruskoulussa 
    Talosela, Minttu (2021)
    Finnish special class teachers and special teachers in primary and secondary education work in various settings. The reform of special education has changed the work. Lacking normative work descriptions, the tasks and responsibilities of special education teachers can vary vastly. On the other hand, there can be recognized a historical continuum of the work models of special class teachers and special teachers. The purpose of this study was to explore the conceptions of special class teachers and special teachers associated to work descriptions along with the perceptions of their everyday work and its tasks. A qualitative research approach was used. Research data consisted of six interviews in total with both special class teachers and special teachers. Qualitative content analysis and thematic analysis were used to analyze the data. Following the content analysis, the work of both special education teacher professions can be conceptualized in the categories of teaching, co-operation, and background work. Teaching was considered the primary objective of the work of special education teachers. Two new categories, meta-work and community building were suggested based on the interview data. In thematic analysis, the inclination of special education teachers to pursue the good of their students was found in close relation to their perceived working mandates.
  • Maahanmuuttajaoppilaat yläkoulussa : erityisluokanopettajien kokemuksia 
    Uzun, Leyla (2018)
    The focus of this research is to study the experiences that special class teachers have with students with immigrant backgrounds. The number of students with immigrant backgrounds has increased tremendously over the past few years. The statistics indicate that students that speak foreign languages end up getting special support more often than the students that are native speakers. This is especially significant, as the students with immigrant backgrounds that need special support represent a double minority, in which case their risk of exclusion is higher than in the case of the native Finns. The aim of this study is to find out what factors lie behind a student with immigrant background resulting in studying in the special class or in the flexible basic education, what is the support like and how the teachers feel in regards to its effectiveness. The goal is to also to evaluate how the teachers experience their own culture-sensitive evaluation- and behavioral patterns. The material for the research was collected by theme interviewing five special class teachers that work in the metropolitan area and the content was analyzed using content analysis. The results indicate that the reasons for studying in the special- or basic flexible education class didn’t lie only in language but that there were always other problems involved, such as problems regarding learning. The research also strengthened the idea that the students with immigrant backgrounds need special positive treatment, which for instance means differentiation and individual targeting of support. Studying in small groups was experienced as a good resource and it enabled the option of individual support. Also, the motivation of an individual student played a significant role in terms of the success of the support. Studying in special- or in the flexible basic education class might limit the student’s possibilities in second-degree postgraduate studies, as the students that study in special or JOPO-class usually continue attending a vocational school after primary school. The teacher’s experiences in their own multicultural skills varied and those teachers that felt that their skills and knowledge we good, saw that their skills came from their own personal lives rather than from their training.
  • ”Motoriset perustaidot rakentaa pohjan, minkä päälle on sitten hyvä lähteä rakentamaan...” : Erityisluokanopettajien käsityksiä ja kokemuksia motorisiin perustaitoihin ja liikunnanopetukseen liittyen 
    Rinkinen, Tessa (2023)
    The aim of this study was to examine the perceptions and experiences of special class teachers in relation to fundamental movement skills and physical education. My aim was to find out what kind of perceptions special class teachers have of the impact of fundamental movement skills on the overall growth and development of children and adolescents. I was also interested in how teachers feel that special educational need manifests itself in physical education. In addition, I examined the pedagogical solutions that teachers found to be effective in teaching fundamental movement skills, as well as the challenges related to teaching fundamental movement skills. I conducted my research as a qualitative case study. The case under investigation consisted of nine special class teachers teaching physical education. I collected the data through a thematic interview. In the analysis of the data, I used theory-driven content analysis. Special class teachers considered fundamental movement skills to be important, especially for pupils with special educational needs. According to their understanding, fundamental movement skills have an impact on the cognitive, psychological and social development of children and adolescents. According to the experience of special class teachers, special educational need can manifest itself in physical education in the form of many factors related to the activities of the pupil or teacher. Taking into account the special educational needs was considered significant in terms of enabling participation and successes, as well as the fluency of the class. Special class teachers felt that functional pedagogical solutions for teaching basic motor skills included providing activities at their own level, breaking down skills, using different groupings, and creating a structure and a positive atmosphere. As challenges in teaching basic motor skills, special education teachers experienced changing situations, getting everyone involved, lack of assistive devices, and factors related to the teacher, such as not having enough knowledge. However, when talking about challenges, many special class teachers said that they experience them as part of their work. They try to see more opportunities and solutions instead of challenges.
  • Suomen ruotsinkielisten yläkoulun erityisluokanopettajien kokemuksia työstään 
    Ståhlberg, Micaela (2023)
    The aim of this study was to identify the challenges that teachers of special education face in their work in a heterogeneous classroom with pupils with special needs and different learning difficulties. The goal was to identify the challenges they experience on a daily basis and what things bring joy to their work as teachers of special needs children. I also wanted to find out how special education teachers justify the need for special education and whether it should be developed or do they think that special needs education should be discontinued entirely and pupils should be transferred to ordinary classes in primary schools. The study selected teachers working in Swedish speaking schools in Finland with pupils in grades 7.–9. in special education. Methods. The study was conducted as both a quantitative and a qualitative study. The quantitative study was conducted using a structured e-questionnaire, which I sent by email to the target respondents. The e-survey form asked at first questions about the background information of the special education teachers, then the form was divided into four sections: (1) the respondents' experiences of their daily work and whether they feel their knowledge and professionalism are sufficient to teach pupils with special needs, (2) what kind of issues are part of their daily work, (3) what are the challenges related to pupils and finally (4) questions related to collaboration. I analyzed the quantitative data using IBM SPSS Statistical data editor version 28 software. In the last two questions of the questionnaire, the respondents were free to write their opinions about what things bring them joy in their work and how special education teachers justify the need for special education.I analysed the responses using qualitative data-driven content analysis. Results. I received 39 responses to the e-questionnaire, of which 61 % had a special education teacher’s qualification and the rest had a special education teacher’s qualification, other pedagogical qualification, or other qualification. The results of the survey showed that special education should be continued but practical changes should be made to ensure that special education is appropriate and that pupils in special education receive the support they are entitled to. The special education teachers provided many suggestions for improvement, many of which were profitable and even feasible without additional financial supp

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