Browsing by Subject "erityisoppilas"
Now showing items 1-3 of 3
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(2015)Goals. The purpose of this research is to find out the social skills of student in special education in primary school. The starting point of the study was to understand the importance of student's social skills in primary school, as well as to find out situations that cause negative interactions. Understanding the situations and meanings will help teachers to perform better in the emergence of conflicts, and to support behaviorally challenging pupils of his growing up. Methods. The study was conducted as a case study. The study was the case of Ursula in fourth-class. Ursula's social skills aimed to find out by observing and informative discussions. Official documents relating to Ursula was used mainly for background information. The study wanted to find out other students views about Ursula with class diaries , the children of etnographic method utilizing. The study was based on the functional and ecological model in which the inclusive approach is essential. Functional and ecological evaluation serve as a good basis for the observation and analysis making payments. Positive thinking and positive support for the student's worked at the main thread of research. Results and conclusions. The results showed the student's self-esteem and self-perception was a major factor behind specific student's social skills expertise. Also, the teacher's role in supporting the student's social skills and self-perception was emphasized. The student in primary school is still with the social skills in trainee level, but this level has each student very unique. Observing the individuality, equality and open interest to students are the keys for a good student – teacher relationship of trust formation. This in turn supports the behavior and social skills in school.
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(2015)Objectives. The subject of this study is special education students in musical instrument teaching. The task is to find out instrument teachers' thoughts of different types of learners and their teaching, teachers' views on their abilities to teach special education students and what kind of support teachers possibly need in teaching students with special needs. The main questions of this study are: 1. What kind of views musical instrument teachers have of different types of learners. 2. Do instrument teachers have qualification to teach students with special needs? 3. What kind of support musical instrument teachers possibly need to teach special education students. Methods. This is a quantitative study, and the data is gathered by using a survey. The study was supplemented with qualitative material by giving the answerers an opportunity to tell about their thoughts of the subject also in their own words. 60 instrument teachers in different parts of Finland answered the survey. The survey was made in the fall 2014. The analysis was made by using Microsoft Excel 2008 and IBM SPSS 22.0 Statistics programs. Results and conclusions. Based on this study, musical instrument teachers views about different kinds of learners are mainly positive or neutral. There were no such factors in the teachers' attitudes and views of disablement and difference that would hinder them in teaching all kinds of students. The majority of answerers has taught special education student at some point and viewed it positively. Yet the teachers do not have a strong confidence in their own or their colleagues' ability to teach students with special needs. Main reason to this seems to be a lack of education. Yet the majority of the teachers are ready to teach 1-2 special education students also in the future if required. In this they wish the most to get consultation from a special education or music therapy specialist. Secondly they wish to get professional guidance and short training. The third wish in their answers was support from colleagues and the principal. They also wished co-operation with the parents. As a conclusion, musical instrument teachers would need education, instructions and support from specialists, principals and colleagues and co-operation with parents, in teaching special education students.
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(2022)The aim of this study was to research how students with intensive special needs took part in a collaborative invention project. Based on the theory of invention pedagogy, in a collaborative innovation project students work in a group with the aim of creating an innovation. According to earlier studies, maker projects improve transversal competence such as digital skills and creative problem solving. They also improve active participation and motivation. Previous studies on this topic are scarce. The aim of this study was to find out if the students' view of their own skills and attitudes changed while taking part in the project. The data for this study was collected as part of the Growing Mind -project. The students took part in a four week maker project during which data on group skills and working competences was collected. Some of the students also took part in a Growing Mind inquiry before and after the project. The data is based on students’ self-evaluation of their own attitudes and skills. The data was analyzed by searching for positive and negative changes in means and modes of the answers. There were both positive and negative changes. The students had an overall positive outlook on their skills and attitudes. Creative problem solving showed the most positive change while the most negative changes were found in group skills and self-efficacy. The variation between different questions and different students was substantial. Overall the changes were small thus the results were not especially reliable. Invention projects last long so the decline in engagement and motivation is not surprising. Conversely because the negative changes were small, the result can be regarded as promising, as it means that the students’ interest in the project stayed mostly the same throughout the whole project. Based on this it would be worthwhile to arrange invention projects for all kinds of students.
Now showing items 1-3 of 3