Browsing by study line "Specialpedagogik"

In both national and international studies, a significant increase in skill differences between students has been noticed in the mathematics skills of Finnish primary school children. A way to respond to the needs of all learners is to differentiate the teaching, which means taking the student’s skills into account when teaching. Mathematics is one of the most important subjects in the Finnish school system, but studies have shown that the mathematical skills of the teachers can be weak. Because of that, it is important that the learning materials used support the teachers in differentiating and all of the students are offered tasks suitable for their skill level. The aim of this study was therefore to describe differentiation in the mathematics learning materials for the third grade of primary school and to find out what kind of support they offer for differentiation. This research was conducted as a qualitative content analysis and content classification and comparison was used to analyse the materials. Six series of mathematics learning materials currently used in Finnish primary schools from four different publishers were selected as research material. All learning materials and digital licenses from each series were requested, and the final research material consisted of all the third grade learning material used in autumn. The material was first divided according to the two research questions into materials for the student and the teacher. After this, the classification of the material continued and the results of the classifications were compared to each other. It was noticed from the research material that differentiation in mathematics is mainly the teacher’s responsibility and the students have few opportunities to choose tasks that suit their skill level. The solutions for downward differentiation were more systematic, because almost all of the series contained a separate work book with easier tasks, that can be used alongside the normal work book. The solutions to make the tasks easier were fairly uniform. The solutions for upward differentiation had more variation, but the most common type was problem-solving tasks. The teacher’s guides, which serve as the teacher’s support, mainly focused on specific tips to differentiate lessons and the included various handouts and additional tasks that the teacher can give out to students. In addition, assessment was supported with different skill level tests and materials to find out the skill levels of the students in the beginning of the third grade.

Aims. The aim of this master’s thesis was to examine the association between poor gross motor skills, fine motor skills and early mathematical skills in 4-years-old-children. Previous research has shown that both gross and fine motor skills are associated with academic performance at school age, especially in mathematics, but research is still limited for under school age children. This study provides additional information on how poor gross motor skills are associated with fine motor skills and early mathematical skills before school age. Methods. This study was conducted using quantitative methods. IMB SPSS Statistics 27 was used for the data analysis. The data of this thesis was obtained from the Toimi ja opi -study and included 188 Finnish children aged four years in 2019. The research data was test results of the FMS (fundamental motor skills) test, fine motor skills tests and the Finnish Early Numeracy Test (Lukukäsitetesti). Gross motor skills were measured using the FMS (TGMD-3, KTK, MABC) -test. Fine motor skills were measured with three fine motor skills (LENE, BAS, WISC-3) tests. Early mathematical skills were measured using the Finnish Early Numeracy Test, that is based on number sequence skills and relational skills. In the results, means were examined with correlations and one-way analysis of variance. The association and relationship between the FMS and the Finnish Early Numeracy Test were analysed with Pearson correlation coefficients and the one-way ANOVA. Results and conclusions. The results of this master's thesis showed a statistically significant correlations between gross motor skills, fine motor skills and early mathematical skills. The results showed a statistically significant difference between poor gross motor skills and normally developing gross motor skills in the mean scores of the fine motor skills test and the Finnish Early Numeracy Test. The lower the score the child scored on the gross motor skills test, the lower the scores were on the fine motor skills test and early mathematical skills test. Results showed that the association between these skills can be seen already before school-age. Results underline the notion that in early childhood education should pay attention to identify the poor performance in motor skills in children and when they are observed, need the possible other difficulties be surveyed, so the support can be started at early stage. Early support can prevent the later difficulties in learning and development.

In this research I have examined how multilingual students are met in Swedish speaking secondary school in the metropolitan area of Helsinki. I have looked at the challenges and possibilities the minority schools have in offering education for a minority group. My research is based on interviews with seven special education teachers in four different secondary schools in the area, as the special educations teacher plays a major role in the multilingual students educational path. As a base in my research I used Cummins framework for school language policy development. Cummins states that a successful language acquisition requires both cognitive engagement and identity investment. These two correlate, as they strengthen or weaken each other. The material was thematized in two categories according to Cummins model for learning the knowledge-oriented language. The first category, Relationships between teaching and learning, consists of measures and structures that either support the multilingual student's knowledgeoriented language learning in school, or do not. The second category, The strengthening of the student's self-image, consists of the action or structures found in the schools that either support the multilingual student's self-image and identity development, or do not. The strong role that the Finnish language has in the Swedish speaking schools in the Capital Region can have both a positive and a negative impact on the multilingual pupils' schooling. On the one hand, the Finnish language acts as an axcluding factor in the school community, but at the same time there is evidence that the teaching in these bilingual schools has been formed to be language supporting, which could benefit the multilingual students.

Goals. The aim of this thesis was to find out how practicing mental health skills impacts on students’ experience of their well-being and mental health skills. Mental health skills include socioemotional skills, resilience, coping skills, self-esteem, recognizing and using strengths together with everyday wellness skills. Previous research has shown that mental health promotion programs have succeed to promote students’ well-being and mental health skills for example, peer relationships, self-esteem as well as resilience and coping skills. However, these mental health promotion programs have also shown uneven effect on students’ well-being. In some cases, only part of the students participated in the program reports the positive effect or there is no reported effect at all. Methods. This study is a quantitative master’s thesis. The research data was collected in one primary school in Uusimaa in Finland. The data consists of survey results that were collected during the school year of 2021-2022 from 229 primary students. The students practiced mental health skills with “The Mental Health Skills Badge” -learning and teaching module during one school year. Students estimated their well-being and mental health skills before (in August) (N=229) and after (in May) (N=203) the practicing. The survey was conducted by Webropol survey tool. The data was analyzed by IMB SPSS Statistics 27-program. The analysis method of the study was a t-test. The differences between the students’ initial and final measurements were also investigated by comparing the deviations of the answers. Results and conclusions. The results of the study showed that practicing mental health skills during one school year does not have impact on students’ well-being or mental health skills. These results show that promoting students’ well-being and mental health skills is a very challenging task. In the future, Finnish basic education should pay attention to teaching mental health issues systematically and effectively. These findings also show that when introducing a new set of teaching and learning materials, attention should be paid to its complete implementation.

Informal learning is learning that takes place outside the school system. It happens in everyday situations that were not meant to be educational in the first place. Out-of-school environments are considered to produce positive effects on pupils’ interest, motivation and attitudes. The main aim of this study was to find out how math worth and interest in Science, Technology, Engineering, Mathematics (STEM) education differed among 12-year-old pupils before and after visiting an Informal Math and Art Exhibition. Additionally, the aim was to find out if it is possible to utilize an out-of-school environment to teach 21st century skills. Science, Technology, Engineering, Art, Mathematics (STEAM) pedagogy aims to improve pupils’ skills in innovation and creativity by combining elements from science and art. STEAM combines reality and education and aims to provide understanding of how things work while simultaneously guiding pupils’ technology skills. The learning context was a Math and Art Exhibition that was part of international CREATIONS-project. In this study, there were 256 12-year-old pupils from five different schools in Jyväskylä, Finland. The research material was gathered in 2 parts: pretests one week before the exhibition visit and posttests around a week after the visit. Nine out of ten students felt that the exhibition increased their interest in STEM. Boys who succeeded well in the Raven-test were the most interest in STEM. The increase in interest was, however, unrelated to gender or prior interest in STEM. Math worth was low among pupils who achieved low grades at school and scored low points on the Raven test. Math worth did not increase because of the exhibition visit, but differences in math worth were diminished. Pupils’ autonomous experience and situational interest were key factors regarding both math worth and interest. According to this study, even short-term out-of-school learning increases interest and evens out pupils’ math worth. In the light of this study the out-of-school learning environment can be seen as a fruitful and interesting way to learn that could also work as an excellent way to teach 21st century skills.

The aim of this study was to find out how well the special needs of children are recognized, evaluated and monitored, how changes are made to the level of support and what factors affects the realization of the support that a child needs. This study produces topical information about support practices in municipalities. Previous studies on three-tier support in early childhood education have not been conducted, thus this study provides new insights into the practices of three-tier support model. The subject of the study is very topical. Three-tiered support is under development in early childhood education and information is needed on the practices implemented. Emilia Känä, Lotta Meismaa and Piia Lahti have created indicator of this study and collected the research material in 2020 as part of Opettaja työnsä tutkijana –course at Helsinki University in collaboration with the Board of Education. The survey was conducted as stratified random sampling. A total of 209 ECEC leaders, 186 Finnish speaking and 23 Swedish speaking, answered to the questionnaire from 198 different municipalities in Finland including Åland. 62,3 % of the Finnish municipalities responded to the survey. Answers were analyzed combining quantitative and qualitative analyses. Conclusions are presented with tables and examples form research material. The results showed that the special needs of children are recognized quite well, but the practices for evaluating and monitoring the need for support are diverse. According to findings of this research, some municipalities lack a plan, policy or tool for monitoring support. Research shows, that there are differences and similarities between municipals at different levels of three-tiered support model. Most differences were found in the practice of intensified and special support. Research shows that municipalities can provide support quite well, but there are still various reasons why the needed support is not put into practice. The study highlighted the reasons related to personnel and the municipality as well its lack of resources. Conclusion is that practices are diverse at the national level and equality is not achieved. A national support model is needed and ECEC law and the National curriculum for ECEC are need to be changed to ensure equal support.

Aims. In the National Core Curricula for Education (2014), the pupil is seen as a participatory and influential actor, which should be considered in the assessment discussions. The teacher should strengthen the positive atmosphere and learning environment, different ways of communicating, along with speech, are important to consider. For this need, the Conversation with Symbols (KESY) material has been developed. The purpose of the study is to map the applicability of the new method to the practical work of a special education teacher. The aim was to collect the special education teacher's user experiences of KESY assessment discussions by means of action research and to find out how the KESY method is suitable for students studying by functional area as part of the assessment discussion. In addition, examine how the KESY assessment discussion supports students' inclusion. In addition, the aim was to develop my own professional skills and work practices by introducing a new method for myself as part of the teaching of students in need of special support. Methods. As a researcher, I have played a dual role in the research process, as I have worked as a researcher and teacher. In this study, students in their own small group class formed the target group of the study. The pedagogical and methodological KESY visual material has been utilized as a tool for producing the material, the aim of which is to increase the student's participation in the assessment discussion. The research material has been collected for the participants in a natural environment in their own school classroom. The research data is based on notes and photographs compiled in assessment discussions of a small group of special support. Results and Conclusions. Based on the results of this study, it can be said that the KESY method is very suitable for a student studying by activity areas as part of the assessment discussion. In terms of content, much more students' opinions and issues were raised than in previous traditional assessment discussions. Importantly, all students were able to participate in it in their own way with teacher. The use of images is a very useful means of communication at school, and the use of images benefits all students at school, regardless of their level of support. The KESY assessment discussion supports students' participation in many ways. With its help, the student's voice can be heard and his or her opinion can genuinely be put at the center of the assessment discussion. The student's participation is realized for real, and not just as a goal on paper. The pupil is heard and involved regardless of his or her abilities for linguistic interaction. The KESY assessment discussion enables a dialogue between the student and the teacher, in which the student can express their thoughts with the help of adult support.

Objectives. For this thesis, the objectives were to find out, what kind of factors effect school absenteeism in Finnish compulsory schools and how school absenteeism effects youth’s conceptions of the future. Risk factors can be divided into individual, school, family, and community factors. Other objective for this thesis was to find out, how youth perceive the future and are there differences between youth attending school and school absentees. Conceptions of the future were divided into educational aspirations and visions about the future. Previous research has found out that school absentees have lower educational aspirations and more negative visons about the future than youth attending school. In this thesis will be found out, which risk factors affect most on school absenteeism in Finnish compulsory schools, and how the future shows out on school absentees. Methods. This thesis is a quantitative master’s thesis. Used data was School Health Promotion study in 2019 (Kouluterveyskysely), which is collected by Finnish institute for health and welfare (THL). Data included 8th and 9th grade students (N = 87 020). Data was processed in IMB SPSS Statistics 27 -program. Methods for this thesis were multinomial logistic regression analysis, cross-tabulation, and t-test. Results and conclusions. The biggest risk factors for school absenteeism were dissatisfaction with school, substance use, bullying other youth, perceived difficulties in concentrating, and difficulties in sleeping. Parents’, especially mother’s higher education protected youth from school absenteeism. The main results of this thesis were mainly in line with previous research. School absentees perceived the future more negatively and had lower educational aspirations than youth attending school. There was a statistically significant difference between the conceptions of the future between the groups. School absentees were more likely not to want to continue education after compulsory education. By the results of this thesis, risk factors for school absenteeism can be recognized more accurately, students’ comprehensive well-being can be supported better, and student counselling can be improved.

Goals. Deci and Ryan's (2000) self determination theory has been researched in the context of schools. The significance of the basic psychological needs of autonomy, competence and relat-edness on learning, motivation and well being has been proven through much research. This re-search aims to find out how these basic psychological needs are found in the memories of pris-oners, what kind of strengthening or weakening aspects of motivation and well being can be found in the memories and to take a look at the weaknesses and strengths of school systems that can be found in the memories of the prisoners. Method. The material used, VASORA, which was collected from 11 Finnish prisons. 243 pris-oners answered an open questionnaire in which they were asked to depict their school memo-ries, more specifically, their memories of peer relationships, teacher relationships and coping in different studies. The research is qualitative in nature and the data analysis method used in this study was content analysis. Results and conclusions. The key finding was that basic psychological needs were not suffi-ciently met during the prisoners' school period. Bullying, loneliness, learning difficulties, prob-lems of concentration and hyperactivity, absence and other factors that weaken the well be-ing were highlighted in the data. For developing schools, it is key to note these weak spots of the system in which the student is in danger of sliding towards exclusion.

Tiivistelmä - Referat - Abstract The purpose of this master’s thesis is to find out views of young adults attending workshop activities. This research intends to find out how school experiences have affected their lives and their further education and employment. This research is based on the earlier known connection between school dropout and the process of social exclusion and aims to find out more on the possible role of special education in this process. The research group was chosen to include young adults who attend workshop activities because it is very likely that they have had risk factors for social exclusion present in their lives. The research material consisted of seven theme interviews that were analysed by using theme analysis. The interviews included conversation about school motivation, teachers, further education and choosing a profession, substance abuse, the significance of friends and family and learning difficulties. The informants were 21 to 29 years old and they all attended workshop activities in a quite small town in southern Finland. The informants had ended up in workshop activities due to unfinished second-degree education or long-term unemployment. The research showed that both school and free time related factors had had an influence on the informants’ lives. Especially learning difficulties, social support, substance abuse, bullying experiences at school, teachers, the sense of not belonging to school and friends turned out to be significant factors. All together the informants didn’t seem to think school experiences were the most important factors in life, but the research material still showed signs of school being able to influence the life paths of youngsters by at least giving some directions for the road.