Browsing by Subject "erityisopettaja ja inklusiivisuus."

Abstract The purpose of this study was to investigate the Learning and Schooling Support system in Christian schools and the job description and roles of special education teachers. The aim of the study is to examine special education in Christian schools from the perspective of special education teachers and to describe the job description and roles of special education teachers. The study used a multi-method sample, in which an electronic survey was sent to 22 special education teachers. 12 answers were collected. The quantitative part collected from the survey was reported and the qualitative free answers were analyzed using phenomenological-hermeneutic content analysis and type descriptions were created through categories. Based on the results of the study, the Leaning and Schooling Support system seems to be both established and developing in the light of the answers. Learning and Schooling support system is being developed in schools, but there are also challenges. Christian schools do not seem to differ substantially from other Finnish primary schools in terms of Learning and Schooling support system. The Basic Education Law oblige private schools to organize all the support measures required by law. The job description of special education teachers was described through typification, which summarizes the positive and negative aspects of the job description. Relationships and different encounters are important in the work of a special education teacher. Typifications are based on relationships. Based on the relationships, the roles were named as encountering students and encountering the work community. The roles encountering students are the following: a provider of versatile opportunities and an important adult in schooldays. The roles encountered by the work community are a trusted colleague and a promoter of cooperation. Negative roles are the lone plodder and the unappreciated.