Browsing by Author "Parviainen, Tiina"

The aim of this study is to identify teachers' opinions and methods in individualisation and special support at vocational adult education and training, and how does the individualisation support the students who have special needs. Target is additionally to identify which methods are needed when teaching students with special needs and what kind of special support the teachers are giving or willing to give. In this study nine teachers were interviewed. Teachers were selected from different sectors of vocational education in all sectors of one VET provider. Data was analysed with case-study approach and Phenomenographic framework. Vocational adult education is based on competence-based qualifications. Each student is provided with individualisation plan to help to reach the required vocational skills. Individualisation plan also includes: learning needs, competencies, possible special needs, needed special support and counselling. Need for special support with adults is recognized and special education and support in adult education is defined in Finnish and international studies. Teachers in VET for adults are giving special support and counselling. Supporting systems are developed by VET providers in their different fields of education. Teachers need more training and discussion about special education. It was found in this study, that teachers used different ways to answer to the students' special needs. Most used methods were: giving more time to learn, individual counselling and support and understanding the different methods of learning. Teachers need still more time and collegial support to help the students to reach their goals. They have the will, but more resources are needed.