Browsing by Author "Koivu, Kirsi"

The new Curriculum for Basic Education (2016) suggests that all stages of three-tiered support (general, intensified and special support) are based on the need for additional student support as well as learning and progress assessments. Teachers' assessment of the pupil's progress and the necessary support measures are thus central to the provision of enhanced support. This study also examines whether teachers differ in their assessment methods and whether these approaches are connected to the basics of enhanced support, specifically to the principle of close school, the effectiveness of enhanced support in everyday life, knowledge of enhanced support schemes, and identification of the different phases of three-tiered support. Previous studies by teachers have shown that they experience inclusive education as negative. (Murto, Naukkarinen & Saloviitta 2001, pp. 86-95). Studies have found that there is a need for teacher training concerning attitudes, knowledge and skills (European Center for the Development of Special Needs Education, 2012, pp. 5-7). The questionnaire was conducted with the teachers of third and sixth grade classrooms in the City of Vantaa (N=174) in the spring of 2016, using the "Leaning Lesson" classroom teachers' questionnaire. There were various statements about enhanced support and one open question about evaluation. Quantitative and qualitative methods were used in the study. The lessons from the "Learning Lesson" questionnaire about the principles of enhanced support and the effectiveness of support used the Likert scale, and these claims were compared using the SPSS software. The answers are compared to the Curriculum (2016) and the Basic Education Act. Teachers were asked how they evaluated enhanced support for pupils' learning and progress during the semester and academic year. Responses were categorized qualitatively with content analysis and a variety of assessment methods were used. 24.5% of the respondents assessed the enhanced support of the pupil diversely and consistently in accordance to the curriculum. This versatile assessment group was most positively concerned with the implementation of an inclusive atmosphere or the use of various support measures and the recognition of different levels of support. However, almost 42% of the respondents assessed intensified support for the pupil at least once a year, in writing. This group of respondents was the most negatively inclined toward inclusive schools. The results suggest that the pursuit of multi-faceted assessment has a positive relationship to attitudes towards enhanced support and inclusive practices. Implementation of the close school principle requires training, consistent assessment methods and, for example, use of inclusive practices.