Browsing by study line "Specialpedagogik"
Now showing items 1-20 of 97
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(2022)Goals. The aim of this thesis was to examine the relationship between the assessments made on the teacher rating scale and the results of the direct measures of language development when assessing 4-year-old children’s language skills. The second aim was to find out how well early educators identify 4-year-old children who are at risk and those not at risk for language skills when using the teacher rating scale. Previous research has shown that form-based assessment tools are considered practical and efficient ways to assess children’s early language skills. The accuracy and consistency of the assessments have not been thoroughly investigated. This thesis will provide information on whether early educators identify those children who are at greater risk for language problems than their peers. Early identification is important to targeting the right kind of support. Methods. This study is a quantitative Master’s thesis. The research data included the results of the Lene and the Lukiva tests and the assessments made on the teacher rating scale for 4-year-old children (N=189) obtained in the initial sample of the Toimi ja opi research in 2019. The relationship between the assessments made on the teacher rating scale and the results of direct measures of language development was examined using Spearman’s and Pearson’s correlation analyses. The ability of early educators to identify 4-year-old children who are at risk and those not at risk for language skills was examined through configural frequency analysis. IBM SPSS Statistics 27 and Excel were used for data analysis. Results and conclusions. The results of the Master’s thesis showed a moderate and statistically significant relationship between the assessments made on the teacher rating scale and the direct measures of language development. The strongest connection was measured between the teacher rating scale and the Lene’s language comprehension test. The results also showed that the early educators were able to identify those 4-years-old children who are at risk and those not at risk for language skills when using the teacher rating scale. The findings show that the teacher rating scale is a viable tool for early educators to assess children’s language skills and to identify those who are at risk for language problems.
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(2021)The symptoms of ADHD can cause many challenges for children and adolescents in school. Today, traditional learning environments are challenged by more open, flexible learning environments. However, there is only little earlier research on classroom experiences in flexible learning environments and classroom experiences comparing traditional and flexible learning environments have not been studied from the perspective of students with ADHD symptoms. In addition, previous research has shown that students with symptoms of ADHD often experience lower self-esteem than their peers. It is also known that girls are more likely to report lower self-esteem than boys. The purpose of this study is to examine how students at risk for ADHD experience their self-esteem, engagement, autonomy, relatedness and competence in traditional and flexible learning environments. In addition, this study examines whether there is a gender difference in the above-mentioned experiences. The theoretical basis of the research is the self-determination theory, to which autonomy, competence, relatedness and engagement are essentially connected. The data was collected from students in grades 7 and 8 who had participated in the Learning, grouping, evaluation and well-being in large learning areas project of the city of Vantaa and the University of Helsinki Education Assessment Center in 2019–2020. Of all 7–8th graders (N 1446), students at risk of ADHD (n 113) were selected for the study. Spearman’s correlation coefficient was used to examine the connections between attention, self-esteem, and the components of self-determination theory. Next, the analysis of variance (ANOVA) was used to examine whether there is a difference between traditional and flexible learning environments in self-esteem, autonomy, competence, relatedness and student engagement in students at risk for ADHD. The same method of analysis was used again to examine whether there is a gender difference in self-esteem, autonomy, competence, relatedness and student engagement in students in the risk group of ADHD. The data was analyzed by using IBM SPSS Statistics 26. The results showed that the experiences of self-esteem and the components of self-determination theory (student engagement, autonomy, relatedness and competence) did not differ depending on the learning environment in students at risk of ADHD between traditional and open plan (flexible) learning environments. However, experiences of self-esteem, autonomy and engagement among at-risk students in ADHD differed between the sexes, with girls having lower self-esteem and experiencing less autonomy and engagement than boys.
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(2022)Tiivistelmä - Referat - Abstract Objectives. The goal of this thesis was to examine, what are the prerequisites for building be-longing from the point of view of children who need significant support in early childhood education, and what concrete actions are used to build this belonging. This was clarified by interviews with early childhood education professionals. The aim of this research is to produce new information and bring out the "silent knowledge" in the field of early childhood education through the joint speech of the discussants. The frame of reference in this research, is in early childhood education and with children who need significant support, and in building their belonging. The research opens up the concept of inclusion as a central principle guiding ear-ly childhood education. The concept of inclusion is essentially related to the concept of be-longing. With the help of current legislation and studies, the research opens up how to organize the support a child needs in early childhood education. In the theoretical framework, the child's participation, the politics of belonging and the means by which belonging can be built, are discussed. Methods. This thesis was inspired by a project called VAKA-TUVET, that aimed to increase awareness of significant support in early childhood education. The research material was collected with two focus group interviews and one individual interview from nine special teachers of early childhood education. Qualitative content analysis was used to analyze the interview material. With the help of the analysis, the data was loosely connected to the theoretical framework. Results and conclusions. From the results, it could be concluded that formation of belonging is a changing process, that must be consciously built and constantly evaluated through joint discussions. From the point of view of children in need of significant support, the inclusive culture of the work community was seen as a key. Taking individuality into account and re-moving obstacles is seen as an everyday matter in such a community. In discussions in teams, the importance of belonging to the child must be opened up, and information about the support required must be shared. In these discussions, a plan must be made on how to build belonging in everyday situations. Belonging was seen to be built in everyday life from individual solutions where the needs of all children are taken into account, keeping in mind the overall picture in terms of belonging. The sensitive and multidimensional role of professionals as builders of belonging of the children in need of significant support, and of the entire group, was felt to be essential. In concrete everyday situations, belonging was built with material actions, the pedagogical practices of the group, and the functional actions of professionals, which guided children to connect with others. In the linguistic actions of the professionals, speech that builds community was emphasized, as well as the creation of barrier-free opportunities for communication. The results are largely consistent with previous results, the importance of sensitive professionals who build belonging was highlighted and belonging should be built consciously in everyday life. It was felt that more information is needed about significant support, this information can increase understanding. Based on the data, the joy and absorption of work emerges, which can be experienced at work among children who need significant support. This requires properly sized resources and an operating culture that builds belonging. Diversity and the individual needs of children can be a wealth for the whole group.
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(2020)Tiivistelmä - Referat - Abstract Objective. Attention deficit/hyperactivity disorder (ADHD) is developmental neurobiological disability. The aim of the current study was to examine what symptoms women diagnosed as adults with ADHD recognize emerged in their childhood before puberty, which symptoms were reported to manifest together and whether the reported symptoms fit the diagnostic criteria used by health care. In addition, the aim was to find out which were the most common reasons to apply for support as an adult. Untreated ADHD has been found to be associated with depression, exclusion from education, and an increased risk of substance use. Early identification and proper targeting of support measures can reduce health risks and improve quality of life. Method. The data were collected through the online survey, that the Finnish ADHD Association published on social media carried on the social network service Facebook in April 2020. The questionnaire was made based on previous research for this study, and was created with the E-lomake -program of the University of Helsinki. The participants (n = 360) were women diagnosed with ADHD in adulthood, aged 20 to 50 years, who retrospectively assessed their own ADHD symptoms in childhood. The data thus gathered was analysed using statistical methods in the IBM SPSS Statistics 25 -program. Results and conclusions. The most commonly reported symptoms of ADHD included attentional regulation, systemicity, minor motor restlessness, and emotional and verbal impulsivity. The most common symptoms were reported to be co-occurring, but the review of also showed large variability for some symptoms. Of the eleven most commonly reported symptoms, only three were directly related to the diagnostic criteria in use. The most common reasons for applying assessment of ADHD as an adult were the identification of one's own symptoms, previously diagnosed depression, and feedback from close relatives. Based on this thesis, the diagnostic criteria in use do not adequately cover the dimensions of girls ’ ADHD symptoms are expressed. Two of the common symptoms were absorption in games intense and losing sense of time, that is comparable to with hyperfocusing, and clinging to details. The results are consistent with previous research data; the diagnostic criteria are based on research data obtained from boys with ADHD.
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(2023)Objectives In this Master's thesis, intervention studies targeting development of academic giftedness were examined. The objective of the research was to discover effective interventions based on scientific evidence. In the theoretical sections of the study, it is examined (1) what components the theoretical models and definitions of the giftedness concept are built upon, (2) how academic gifted potential can be identified in schools and what kind of support needs are associated with it, and (3) the most common forms of intervention used in the education of academically gifted students are depicted. (4) The final part of the theoretical framework examines the provision of support within the context of the Finnish school system. In the research section (5), through a systematic literature review, the effects of educational interventions aimed at developing academic giftedness are examined and the obtained results are compared with previous research evidence. Finally, the study examines the applicability of evidence-based interventions in the context of the Finnish inclusive school and special education. This research was carried out as part of the special education studies at the University of Helsinki and is based on evidence-based support measures for groups and individuals in need of special solutions. Methods The acquisition of research material was carried out through a systematic literature review. Database searches were conducted in ERIC (ProQuest), ASC (EBSCO), Science Direct (Elsevier), PsycInfo (Ovid), Web of Science (Abstract), Scopus (Elsevier), and JSTOR da-tabases. The research included peer-reviewed intervention studies from the years 2000-2023. The studies targeted primary school-aged children and included data on effects, efficacy, and statistical significance concerning the impacts of interventions aimed at supporting academic giftedness. The theoretical framework of the research was constructed through a literature review. Meta-analyses and extensive systematic reviews were utilized to reinforce the research's theoretical framework and to evaluate the results. In total, fourteen studies met the defined search criteria. These studies are marked with an asterisk in the bibliography. The quality assessment process (EPHPP) reduced the number of studies that made it into the final synthesis to ten (10) intervention studies. Research Questions: 1. What types of effects have intervention studies demonstrated in interventions targeted at the education of academically gifted students? 2. Does prior review research evidence align with the findings of this study regarding the effectiveness of different intervention types? Results. (T1) The study found evidence of positive effects of the examined interventions on students' academic achievements, thinking skills, and socio-emotional variables such as motivation and attitudes. The results of the study reinforce earlier evidence of the diverse benefits of enrichment interventions aimed at academically gifted students. (T2) For different forms of interventions, the results of the study corroborated earlier evi-dence on the effectiveness of content enrichment in supporting academic giftedness. The study also found evidence of the benefits of psychosocial interventions and systematic instructional adaptation.
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(2021)The purpose of this thesis is to review the quality of intervention studies training numeracy skills using technology in primary schools. To find the best methods to support children’s numeracy skills, it is worth paying attention to the quality of empirical intervention studies that examine the effectiveness of interventions by learning results. In this thesis the quality of intervention studies is reviewed by using categories that were made based on the EPHPP tool (e.g. Thomas et al., 2004): generalizability of results, research design, exposure to intervention, assessment tools, realization of intervention and effectiveness. The intervention studies were collected from psycINFO and Eric (ProQuest) databases. The PRISMA directions (Moher et al., 2009) were utilized in making the systematic literature review. All intervention studies had to be published five years before the final search day (1.12.2020) and they were written in English, peer reviewed, contained an abstract and the sample consisted of children aged from 6 to 12. In addition, the criteria included the following: 1) the article is an empirical intervention study containing practicing of numeracy skills; 2) the intervention is implemented for the most part using technology and it is based on either computer-assisted instruction, intelligent tutoring systems or gamification; 3) the effectiveness of a certain program is reviewed in the study; 4) the results of the intervention are reviewed by learning results; and 5) the article doesn’t consist of several separate sub-studies. There was a great deal of variation in the quality of the intervention studies, especially concerning the generalizability of results, research design, exposure to intervention and effectiveness. For instance, sample sizes, principles of forming groups, exposure times and measurement of effectiveness varied widely. In many studies there was a lack of information about the reliability and validity of assessment tools, implementers of the intervention and the methods to gather the sample. In addition, there was missing information about the relations between the intervention and other learning. In future studies it is recommended to make those kinds of choices that potentially influence the quality of interventions positively. It is also recommended to report all aspects clearly and comprehensively.
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(2023)Aikaisempien tutkimusten perusteella lasten psyykkinen oireilu ja mielenterveyden haasteet ovat lisääntyneet kouluympäristössä. Tässä tutkimuksessa lapsen psyykkisellä oireilulla tarkoitetaan lapsen omaa psyykkistä häiriötä tai ulkoisten tekijöiden, aiheuttamaa reaktiota, jonka vuoksi oppilas ei syystä tai toisesta kykene, osaa tai halua toimia yleisesti asetettujen normien mukaisesti kouluympäristössä. Oppilaalla ei tarvitse olla erillistä diagnoosia, jotta oireilu voidaan katsoa psyykkiseksi oireiluksi. Aikaisemmassa tutkimuksessa on havaittu, ettei erityisopettajien tämänhetkinen koulutus ja resurssit vastaa työelämän vaatimuksia liittyen psyykkisesti oireilevien oppilaiden kohtaamiseen ja tukemiseen. Tämän tutkimuksen tavoitteena on selvittää alakoulussa työskentelevien laaja-alaisten erityisopettajien kokemuksia omista valmiuksista tunnistaa ja tukea psyykkisesti oireilevia oppilaita sekä kartoittaa millaista tukea erityisopettajat saavat psyykkisesti oireilevien oppilaiden kanssa työskentelyyn. Tämä tutkimus on kvalitatiivinen tutkimus, jonka tutkimusstrategiaksi valittiin fenomenologis-hermeneuttinen lähestymistapa, jossa pyritään syvällisesti ymmärtämään ja tulkitsemaan ihmisen kokemusta ja kokemusmaailmaa. Tutkimuksen aineisto koostuu seitsemän alakoulussa työskentelevien laaja-alaisten erityisopettajien teemahaastatteluista. Aineisto analysoitiin aineistolähtöisellä sisällönanalyysillä hyödyntäen Gioia- metodologiaa. Tutkimuksen tulosten mukaan erityisopettajat tunnistivat oppilaan psyykkinen oireilun normaalista poikkeavana lapsen ulospäin ja sisäänpäin suuntauvana oireiluna. Psyykkisen oireilun ilmenemisessä painotettiin yksilöllisyyttä ja muutosten tunnistamisessa tärkeäksi koettiin hyvä oppilastuntemus. Erityisopettajat tunnistivat psyykkisen oireilun taustalla ympäristötekijöitä, neurologisia tekijöitä ja ikäkausiin liittyviä muutoksia. Työkokemus, haasteet, uuden oppiminen ja oppilaan asioiden edistämisen koettiin lisäävän voimavaroja ja työn antoisuutta. Toisaalta liialliset odotukset, resurssien puute ja käyttäytymisen haasteet koettiin uuvuttavana. Yleisesti erityisopettajan koulutus nähtiin hyödyllisenä, mutta sen ei koettu antavan riittävästi valmiuksia kohdata psyykkisesti oireilevia oppilaita. Erityisopettajat kokivat saavansa valmiuksia työkokemuksesta, työyhteisöltä sekä koulutuksista. Erityisopettajat mainitsivat saavansa tukea psyykkisesti oireilevien oppilaiden kanssa työskentelyssä oppilashuollosta, luokanopettajilta, erityisluokan opettajilta, mentoriopettajilta ja lähiesihenkilöiltä. Ammatillisen yhteistyön toimivuudesta huolimatta oppilashuollon koettiin olevan liian työllistetty. Suomessa ei ole tehty aikaisempaa tutkimusta, joka keskittyisi pelkästään alakoulussa työskentelevien erityisopettajien kokemuksiin oppilaiden psyykkisen oireilun tunnistamisesta ja tukemisesta. Tutkimus vahvistaa aikaisempia tutkimustuloksia siitä, ettei erityisopettajien koulutus ja saatavilla olevat resurssit vastaavat nykyisiin työelämän vaatimuksiin psyykkisesti oireilevien oppilaiden kanssa toimiessa. Tämän tutkimuksen tuloksia ei voida yleistää koskemaan kaikkia alakoulussa työskenteleviä erityisopettajia, mutta tutkimus luo kuvaa erityisopettajien työn resursseista, koulutuksen tarpeista sekä työssäjaksamisesta psyykkisesti oireilevien oppilaiden kanssa työskennellessä. Lisäksi tutkimus vahvistaa käsityksiä koulun tukitoimien resurssien puutteellisuudesta sekä kuinka laajasti psyykkisesti oireileva oppilas vaikuttaa kouluympäristössä.
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(2022)This qualitative study examined professional agency during teacher studies in the context of part time special education. The study aims to answer following questions: How does professional agency occur in the context of practical training in teacher studies? What kind of dimensions does professional agency consist of and how do these dimensions relate to each other? Agency can broadly be described as an ability to act intentionally defined by autonomy, will, freedom and choice. Professional agency occurs when professional subjects make choices, use their possibilities to influence and take a stand in ways that effect their work and professional identities. Professional agency is implemented purposefully, and it is defined by dynamic factors of the workplace. Professional agency does not occur merely as accommodation to external demands but also as realistic and critical understanding of personal boundaries and acting in accordance with them. Professional agency has been suggested as a tool for teachers to face educational reforms as it has been seen to enable cultivation of new work forms. Previous research claims that teachers’ agency should be defined in more detail. Teacher training and first years at work are significant phases in cultivating professional agency, yet research in this context is narrow. In addition, Finnish studies regarding part time special education are few. Research material consisted of 13 reports written by teacher students. Reports were produced as a part of the compulsory practical training in the pedagogical studies of special education teacher training between spring 2020 – fall 2021. The study was conducted using qualitative theory driven content analysis. In the context of special education practical training professional agency manifested in four dimensions that were agency in the workplace framework, agency in the immediate social community, agency as identity work and agency as emotional work. Furthermore, professional agency occurred in two levels, community level and individual level, within which agency has divergent goals. At the community level professional agency appeared to aim for a functional work community and pupils’ learning. At the individual level it appeared to aim for teacher students’ professional development and personal wellbeing. Results suggest that interaction in the immediate social community and emotional factors are central to the enactment of professional agency. Results are in accordance with previous studies that claim professional agency to manifest in the framework of dynamic factors at both community level and individual level. The results of this study suggest that more research on the relation between community and individual level as well as on the importance of immediate social community and emotional factors are needed.
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(2023)Faculty: Educational Sciences Degree programme: Master’s Programme in Education Study track: Special Education Author: Sirpa Juusola Title: Study skills at a university of applied sciences Level: Master’s thesis Month and year: April 2023 Number of pages: 80 + 13 Keywords: study skills, study ability, need for support, learning difficulty Supervisor or supervisors: Lotta Uusitalo, Henri Pesonen Where deposited: Abstract: Objectives. This thesis had three main objectives: to find out how students at South-Eastern Finland University of Applied Sciences evaluate their own study skills in different areas, to compare study skills between different groups and to get information about students' wishes regarding the development of study skills. The study ability model developed by the Finnish Student Health Service (FSHS) and the Finnish Institute of Occupational Health was used as the theoretical basis in the thesis. Methods. The research material was collected with a Webropol survey aimed at students in Oc-tober 2022. 758 students responded to the survey. The survey was compiled using existing in-struments for measuring study skills. The questionnaire consisted of seven background infor-mation questions and ten sections which included statements that were answered using a five-point Likert scale. An open question was used to gather information about the students' wishes related to support needed for developing study skills. The collected data was mainly quantita-tive, and it was analysed using the SPSS program. Results and conclusions. Of the ten sections measuring study skills, Study Orientation and Motivation received the highest rating, and the lowest rating was in the section Reading. There were statistically significant differences between the groups divided according to the back-ground variables. For example, the average scores of those with a higher education back-ground were higher in many sections compared to those coming from upper secondary level education. Also, the students being over 30 years old, had higher average scores compared to younger ones. There were no statistically significant differences between the fields of study. According to the survey, 26.4% of the respondents had learning difficulties. Almost 30% of the respondents hoped to receive support for developing study skills, such as support for devel-oping learning methods and techniques, scheduling, and basic reading and writing skills. Also, more personal guidance was hoped for. The results of the research can be used in the devel-opment of guidance services at South-Eastern Finland University of Applied Sciences as well as in the planning and organization of various activities that support students’ study skills.
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(2022)Aim. The aim of this study was to examine the experiences of adults on the autism spectrum of being themselves and the factors related to masking in higher education and transitioning to working life. Previous studies have shown that many people on the autism spectrum feel the need to mask their characteristics typical of the autism spectrum. It has been found that masking can have negative effects on the mental health and wellbeing of the person who masks. This study reveals the experiences of adults on the autism spectrum of being themselves and which factors are related to masking. Methods. The data of the study consisted of the interviews collected for the international IMAGE project. The participants were adults on the autism spectrum from Finland (n=7) and the United Kingdom (n=5). The data was analyzed in the phenomenological framework using qualitative, data-driven content analysis. Results and conclusions. The results showed that the diagnosis of autism spectrum was reported mainly for a specific reason, not spontaneously. Experiences of being accepted ranged from positive to negative, and it was particularly challenging to be oneself in extracurricular activities. Three themes emerged in the factors related to masking. First, masking and openness on the other hand were associated with the concern about their consequences: participants considered possible negative consequences on job search, other people and themselves. Another factor related to masking was social environment. Masking increased when the person on the autism spectrum did not know their company, while knowledge about the autism spectrum and friendly attitude reduced it. What is more, one’s own opinion of the autism spectrum was related to masking. A positive attitude towards the autism spectrum reduced the need for masking, while one's own or others' negative experiences of being open about the autism spectrum increased its hiding. In higher education and workplaces, it would be important to reinforce factors that increase the possibility for the people on the autism spectrum to be themselves and not mask if they wish so.
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(2021)The purpose of the study is to find out how guardians of children with autism spectrum experience the implementation of support in early childhood education. In the past few years, the diagnosis of autism spectrum has become more common in children of early childhood age, so the number of children diagnosed has increased in early childhood education. Children have been placed in different kindergarten groups, taking into account support needs, but the educating community with know-how may be absent from the groups. In this case, the child’s personally directed support also suffers. In the past, the views of early childhood educators on the rehabilitation of children with autism spectrum disorder in early childhood education have been studied more, but the guardians’ thoughts on the implementation of support and early childhood education are few. The aim of the study is to find out whether the child’s personal support needs have been taken into account in the group and whether the child receives enough support in the opinion of the guardians. The study was conducted through individual interviews by remotely interviewing guardians of children with autism spectrum in early childhood education. The research was carried out using qualitative methods and the research material was analyzed on the basis of data by means of content analysis. The theoretical background of the study is based on the forms and arrangements of support for early childhood education, research data on the autism spectrum, laws, regulations and policies related to the early childhood education of children with autism spectrum and early childhood education in general. The results of the study on the experiences of guardians of autism spectrum children about the support received by the child in early childhood education or pre-school education were expressed by the guardians'views on gaps in support, reinforcing factors in support and guardians' wishes for good and adequate support. The guardians felt that the input of certain employees, the close co-operation between the kindergarten educators and the family, and the consideration of individual support needs were positive things. The guardians felt that the lack of information, insufficient resources and a lack of knowledge about the children were negative things in support. In addition, the guardians described that not enough children's special means of communication were used. In particular, carers wanted more resources, stronger staff training and the necessary support services to support early childhood education.
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(2023)The article deals with feelings of belonging and non-belonging in first-year university students. The research material was collected using the empathy based method and analyzed using narrative analysis. Based on the analysis, six different narratives of belonging and non-belonging were identified. The narratives are built on both individual psychological and socially constructed experiences of belonging. Individual psychological dimensions were emphasized in the narratives describing positive experiences of belonging. Personality traits, like introversion, appeared to be very compatible for distance learning in the corona era. Social contexts, where the mentioned feelings of belonging were experienced somewhere other than in studies, appeared to be beneficial for studies. Remote meetings were usually perceived to mitigate the otherwise impossible social situation. Personality, especially the individual's resilience, also played a key role in the narrative of non-belonging. A personal incompatibility with the pandemic restrictions is to challenge personal validity. Remote meetings seem partly unreal and the narratives were plagued by doubt as to whether learning actually took place. The separation from concrete places and face-to-face encounters left the student detached from university as an institution and higher education studies in the narratives. The narratives of belonging and non-belonging are multidimensional and are defined through various intersecting, mutually defining categories.
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(2020)Fraction knowledge is central for daily activities, such as cooking and personal finance, but many students have difficulty with fractions. Fraction knowledge has been found to predict later mathematical performance in comprehensive school. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and post-test design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetical fluency was measured. Fidelity of intervention, social validity and time-efficiency of the manipulatives were also investigated. Fourth and fifth grade participants (N = 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over two weeks. Lesson contents were the same for both groups in spite of the manipulative. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions. Additional implications for research and practice are discussed.
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(2022)Objectives. The purpose of this Master’s thesis is to assess the methodological quality of intervention studies examining the effect of digital learning games on the reading skills of children with or at risk of reading difficulties. Learning games can serve as a tool to motivate and engage in learning when a child needs more time and repetition to learn. Learning games are utilized in teaching, but the results for their effectiveness vary. The target groups for special needs education are small and heterogeneous in their skills, which makes it challenging to demonstrate the effectiveness of interventions. Methods. The dissertation was carried out as a systematic literature review using PRISMA guidelines. The studies to be evaluated were retrieved from the databases ERIC (Proquest), PsycINFO (Ovid), SCOPUS (Elsevier), Academic Search Complete (EBSCO) and Web of Science. The studies selected for review (n = 13) were published between years 2011 and 2022, were peer-reviewed and English-language intervention studies. The target group was children with reading difficulties or at a risk of reading difficulties, and the intervention sought to influence reading skills through digital learning games. The evaluation was carried out based on the criteria of the EPHPP framework. Results and conclusions. The majority (8) of the intervention studies were rated as strong, three as moderate and two as weak. For the study design, all were assessed as strong for evaluation, while for selection bias and blinding, all studies were rated as only moderate. For confounders, all but one was rated as moderate. Weak ratings were given to only a few studies for data collection methods and withdrawals and dropouts. Based on the results of this study, there is the most room for improvement in the reporting of these two parts to ensure the reliability of the studies.
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(2023)Tavoitteet. Haastava käyttäytyminen on käsitteenä alun perin kehitetty kuvaamaan kehitysvammaisten käyttäytymisen haasteita. Käsitteen tarkoitus on siirtää vastuuta käyttäytymisen muuttamisesta opettajille ja henkilökunnalle. Tutkimuksen kentällä käsitettä käytetään hyvin monenlaista käyttäytymistä kuvaamaan ja myös muiden käsitteiden kanssa sekaisin. Erityisluokkien opettajat kohtaavat haastavaa käyttäytymistä työssään enem-män kuin yleisopetuksen opettajat. Tutkimuksen tavoitteena on selvittää, mitä erityisluokkien opettajat ajattelevat haastavasta käyttäytymisestä: miten opettajat kuvailevat haastavaa käyttäytymistä, mistä he ajattelevat sen johtuvan ja miten he ehkäisevät sitä luokassaan. Menetelmät. Tutkimusaineisto kerättiin kahdeksaan kaupunkiin lähetetyllä, erityisluokkien opettajille suunnatulla kyselyllä. Kyselyyn vastasi 34 erityisluokan opettajaa. Vastaajat olivat keskimäärin opettajan työssä hyvin kokeneita ja koulutukseltaan erityisluokanopettajia. Kyselyyn sisältyi neljä varsinaista kysymystä sekä taustakysymykset koulutuksesta ja työkokemuksesta. Aineistoa analysoitiin sisällönanalyysin keinoin. Ensin vastaukset koodattiin, sitten luokiteltiin ja lopulta muodostettiin laajempia teemoja. Tulokset ja johtopäätökset. Erityisluokkien opettajat kuvailivat haastavaa käyttäytymistä vaihtelevasti. Neljästä erityisesti esiin nousseesta teemasta yksi vaatii opettajan välitöntä reagointia. Haastavan käyttäytymisen mahdollisia syitä nostettiin esiin paljon. Viidestä suurimmasta teemasta yksi liittyy kontekstiin, muut haastavan käyttäytymisen teemat liittyvät oppilaaseen. Omissa luokissaan erityisluokkien opettajat käyttivät hyvin monenlaisia keinoja haastavan käyttäytymisen ehkäisemiseksi. Haastavaa käyttäytymistä ehkäistään ennen kaikkea oppilaan kohtaamisen ja oppilastuntemuksen avulla. Sen lisäksi muokataan erilaisin keinoin kontekstia, jossa oppiminen tapahtuu. Opettajan kannattaa kattavasti reflektoida haastavan käyttäytymisen ilmenemistapoja, sen mahdollisia syitä sekä toimivia ehkäisykeinoja työssään. Käyttäytymisen ilmiöihin liittyvän käsitteistön päivitys voisi helpottaa asiaan suhtautumista.
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(2023)Abstract The purpose of this study was to investigate the Learning and Schooling Support system in Christian schools and the job description and roles of special education teachers. The aim of the study is to examine special education in Christian schools from the perspective of special education teachers and to describe the job description and roles of special education teachers. The study used a multi-method sample, in which an electronic survey was sent to 22 special education teachers. 12 answers were collected. The quantitative part collected from the survey was reported and the qualitative free answers were analyzed using phenomenological-hermeneutic content analysis and type descriptions were created through categories. Based on the results of the study, the Leaning and Schooling Support system seems to be both established and developing in the light of the answers. Learning and Schooling support system is being developed in schools, but there are also challenges. Christian schools do not seem to differ substantially from other Finnish primary schools in terms of Learning and Schooling support system. The Basic Education Law oblige private schools to organize all the support measures required by law. The job description of special education teachers was described through typification, which summarizes the positive and negative aspects of the job description. Relationships and different encounters are important in the work of a special education teacher. Typifications are based on relationships. Based on the relationships, the roles were named as encountering students and encountering the work community. The roles encountering students are the following: a provider of versatile opportunities and an important adult in schooldays. The roles encountered by the work community are a trusted colleague and a promoter of cooperation. Negative roles are the lone plodder and the unappreciated.
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(2021)The special education reform and development to support in learning and school attendance has resulted in major changes in the job description of Finnish special education teachers (SET). The distribution of resources to schools has also changed. Previous researchers have found a lack of resources in special education. Teachers also experience a lack of time in their work. To date, barely any quantitative research has been conducted on the challenges SETs face in their job in Finland. The aim of the study was to answer two questions: (1) What challenges do special education teachers find to have the biggest effect on their job? (2) Was there a connection between certain background variables and the teachers’ experiences of these challenges? All persons working as SET from early childhood education to secondary education were considered suitable respondents. The responses were collected via electric questionnaires. The first research question was answered by compiling the questionnaire answers and comparing their answers based on the means and frequencies. The second research question was answered using multivariate methods (one-way analysis of variance, Kruskal-Wallis test, two-way analysis of variance, t-test, Post Hoc test, Analysis of Simple main effect). In the questionnaire, SETs (N = 339) assessed how much each challenge affected their work. Judging by the responses, SET’s find that their work is affected by the expansion of their work as well as excessive differences between municipalities. In addition, several answers related to the inadequacy of time received high values in the responses. Because of this, SETs feel that collaboration does not work well enough and that there are not enough resources for supporting students. Students’ individual characteristics and behaviour is also considered challenging. Of the background variables, the level of education clearly distinguished the respondents most effectively. The SETs also experienced challenges in different ways depending on the age group they were in charge of. The experience with special education and the job title had an impact as well. Differences were also found based on the method of education and the population of the municipality the teacher worked in. However, the effects accounted for by these factors were small. The study also found synergies between variables. These included synergy between the level of education and the professional title, as well as the professional title and the education route. However, the effects of these factors were also small. On the other hand, no connection was found between experiences of the challenges and the teacher’s overall teaching experience.
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(2023)The basis of this research lays in the developing school life, where the number of students with a migratory background is rising. This also increases the number of students who need special education. There is not a great number of research done about adult students with a migratory background in special education, as previous research is mostly related to chil-dren and adolescents. The research task of this study is to describe, analyze, and interpret the experiences of special education teachers in teaching adults with a migratory back-ground. The research aim is to find out, how the teachers describe their work and aspects related to teaching, and how the various background factors of an adult with a migratory background affect teaching and learning. The research material is based on six interviews with special education teachers. All teach-ers work or have worked with adult students with migratory backgrounds. The interviews were held and recorded on Teams platform. The transcribed interview material was analyzed using qualitative content analysis. The key result of the research is that there is not a specific way of teaching students with a migratory background, as the student body is very diverse. The teachers described their work in various ways. Language awareness and a clear structure in the lessons were seen to be important. The teachers emphasized the importance of knowing the students both in approaching the students and in identifying possible learning difficulties. Testing for learning difficulties was not seen very useful, whereas giving direct support to challenges was felt to be a more effective method. Teaching was also seen as a way of integration. The teachers felt that they learned their job mostly though their work itself, but they also wished for more training especially in language and trauma awareness. Different factors of the students’ background effects on teaching and learning were found. Adulthood emerged as a special feature, as an adult’s previous experiences in life strongly influence learning. In addition, cultural differences, importance of language skills, previous schooling background and the student’s perception on learning were seen to affect learning and teaching. Experienced traumas were also mentioned as a way that can weaken learning. The research clearly revealed a need to develop teacher training programs, so that they would better consider students with a migratory background. As the student body changes, so does the school world’s need for continuous education. The heterogeneity of adult stu-dents with a migratory background creates a unique challenge for teaching, as background factors have a great impact on learning.
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(2020)The aim of the study was to analyze the debate on special education in the context of social decision-making. The purpose was to find out how special education comes up in the discussions of the Helsinki City Council and whether any topic related to special education comes up more in the speeches of the delegates. The research focuses on the discussion of special education in preschool education, primary and secondary education, as well as interprofessional collaboration. The city council decides on the municipality's policies and priorities, so the topics of discussion and contents arising from the speeches of the delegates are very interesting from the point of view of the residents. The approach of the study was a case study. The Helsinki City Council consisted of delegates representing different political parties and their deputies. The public speeches of the members of the Helsinki City Council were approached through a qualitative, material-based content analysis. The subject of the study was the minutes of the discussion of the public council meetings of the Helsinki City Council from 2011–2019. The content of the speeches of the Helsinki City Council delegates on special education emphasized three perspectives: the resource perspective (52%), the quality perspective (31%) and the value perspective (17%). The resource perspective was divided into three levels: support for learning, availability of preschool education and study places, and targeting of support. The quality perspective, in turn, was divided into two levels: teaching and the organization of preschool education and training (equity). The value perspective was divided into two levels: inequality and integration and inclusion. In this perspective, the jointly agreed goals of the council delegates and the parties' own values were reflected in the speeches of the delegates. The views and policies of the parties were also largely in line with the stated educational policy guidelines. There were differences in the number of speeches and the emphasis on the subjects of the discussion. Inclusion was mentioned in Helsinki's stated goals for education and training. However, there is still a long way to go before inclusion is achieved.
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(2022)Aims. The purpose of this master’s thesis was to study how the chosen theoretical frame-work of inclusion (by Ainscow et al, 2006) fits to describe news about special education and the need for support in comprehensive school. Both nationally and internationally, inclusion is one of the main values that guides the organization of education. In research inclusion and special education are usually linked together and inclusion has different definitions. In this thesis special education is seen as a part of inclusion and it is analyzed through the chosen inclusion model. The aim is to find out what different dimensions of inclusion can be found in the data, which groups are mentioned in the news and what kind of similarities and differ-ences can be found between the groups. Methods. The data was collected by using selected topic tags from the website of the Finnish Broadcasting Company (Yle). The news that was used as a data in this thesis was published 2011–2021 (N =164). The method used in this qualitative thesis is theory-based content analysis. Results and conclusion. The selected inclusion model suited well to describe different dimensions of news about special education and need for support. The analysis was based on the inclusion model by Ainscow et al (2006) and the dimensions of the model were found in the data. In the model, special education and the need for support are seen in two different ways. First, inclusion can be seen as support for different groups of pupils, that need support for their learning and schoolgoing. On the other hand, inclusion can be seen as values and actions towards more inclusive school for all. In the data inclusion was seen in both ways, but more often by groups than by values and actions that make school more inclusive for all. There were more similarities than differences between the groups, and it was found that news handled pupil groups by three dimensions: 1) ways to support pupils, 2) how to recognize need for support and factors that are behind the need for support, and 3) the lack of support. In studies, inclusion is often understood by the placement of students with special educational needs (SEN) and therefore the placement of SEN-students dominates discussion. The discussion about the placement of SEN-pupils was also strongly present in the data of this thesis.
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