Browsing by Author "Koskinen-Keipi, Minna-Mari"

Aims. Pupils with special education needs (SEN) often experience challenges in social relationships and in executive functions, and their perceptions of their own abilities may be distorted. The well-being effects of art and physical education for pupils with SEN have been studied, for example, in music and visual arts, but very little, if any, research has been done on the well-being effects of crafts for the pupils with SEN. However, the studies that have been done also support the well-being effects of crafts for students who need special support, and for this reason the subject should be investigated. The aim of the study was to find out how the well-being effects of crafts are manifested in the teaching of crafts to pupils who need special support. The study describes the well-being effects of crafts for students who need special support and considers how the well-being effects could be increased. Methods. The research material was collected by observing the Explore and Code course of the first grade of the special education school in January and February 2022 for a total of six lessons. Research permission was obtained from nine students out of ten. After the observation, in May 2022, a semi-structured interview lasting about 50 minutes was conducted with the special class teacher of the observed class. Theory-based analysis was chosen as the analysis method of the study. Results and conclusions. Three well-being effects of craft emerged from the research, which were materiality, experiences of success and social well-being, which was divided into community, the development of co-operation and modeling. In order for crafts to increase well-being, the materials had to be available, and the activity had to be of a level enabling success. Sharing the achievements of one's group was important to the students, and it increased the sense of community. However, the co-operation required the help of a teacher or special needs assistant from time to time, but the development of student-led co-operation was also noticeable. Modeling, on the other hand, was related to strengthening the feeling of belonging to a group, but at the same time, the role of insecurities related to one's own abilities was considered. By taking the research results into account, when teaching crafts to students who need special support or planning interventions that increase well-being, the well-being of the children and young people belonging to the target group can be increased.