Browsing by Subject "inklusiivinen opetus"
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(2019)Objective of the study. The aim of inclusive education is to achieve equal participation of all students in general education in spite of the students’ needs. Inclusion generates heterogeneous groups of students. Differentiated instruction means responding to students’ varying needs by enabling the participation of all students. The aim of this study was to examine what kind of factors affect the implementation of inclusive physical education (PE) and the differentiation of physical education, as well as what kind of effects does inclusive PE have. Additionally, the aim was to examine what kind of concrete methods the teachers have to differentiate PE. The purpose of this study is to raise awareness of the effects of inclusive PE and teachers’ opportunities to respond to individual needs of students in PE. Methods. This study was carried out as a qualitative case study. The data was collected with a semi-structured theme interview by interviewing five teachers who teach physical education. The data was analysed with theory-guided content analysis. Results. Negative attitudes and lack of motivation, teacher’s poor skills in differentiation, the trouble of differentiation, old habits, benefits of small group instruction, lack of time, large group sizes and lack of adult resources hindered the implementation of inclusiveness and differentiation of PE. The skill to identify each student’s learning needs, teacher’s additional education, early observation of motor learning disabilities, good social relationships of the group, successful scheduling, collaboration with others and good environment and equipment for physical education eased the implementation of inclusiveness and differentiation of PE. The teachers differentiated PE by individualizing the pace of learning, providing various kinds of tasks, modifying equipment and environment, assisting the student and by different kinds of student roles and groupings. The perceived disadvantages of inclusive PE were mental insecurity, the decrease of physical activity in the class, teacher’s inability to pay attention to every student, bullying, challenges in implementing PE and teacher’s disbelief in their skills. The perceived benefits were equality in the community, right to participate, understanding differences, consideration of others, instruction that responds to individual needs, the development of teacher’s professional skills and increase of adult resources.
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(2024)Objectives. The study seeks to find out what kind of attitudes experienced classroom teachers have toward inclusion. Furthermore, it seeks to analyse how the attitudes have changed and what has been the main changing agents. The ‘experienced classroom teacher’ means here a teacher with 10 years or more of work experience. Methods. This is a qualitative study with interviews as the main source of data collection. The data has been analysed with a content analysis method. Results and Conclusions. The teachers selected to this study analyse their attitudes toward inclusion in general, as well as in the perspective of their actual teaching. They also looked at inclusion from the students’ perspective. Every teacher found more positive than negative attitudes in their thinking. Nevertheless, none of the teachers stated inclusion is automatically good for every student. The teachers also expressed some critical attitudes towards inclusion. Moreover, the teachers’ experiences in their work have the greatest effect on their attitudes toward inclusion. Those teachers with another qualification as a special education teacher expressed change in their thinking as well. The young teacher’s insecurity and limited knowledge had changed into courage in their work. The long career has created understanding of diversity in students and families. The principal’s support and adequate resources as well as the teacher’s own attitudes toward students who need support were seen the most important factors in successful inclusion.
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