Browsing by Subject "pedagogiset asiakirjat"

Goals. In the special education strategy, the support given to pupils was divided into three stages; general, intensified and special support. The three-tiered support was introduced at the end of year 2011. This study examines what goals are set for the children, with what pedagogical solutions are the children supported and how the progress is evaluated based on learning plans for intensified support. Child´s participation has been emphasized in both pre-primary and basic education curricula. In this study I also want to research how child´s participation can be seen in the pedagogical solutions of intensified support. Methods. The material for the study included documents concerning intensified support for children born in a medium-sized city in 2008 during both pre-primary education and the autumn of the first grade. The material consisted of pedagogical assessments (pre-primary education 60 pieces, first grade 16 pieces) and learning plans for intensified support (pre-primary education 69 pieces, first grade 51 pieces). The planning sections of the learning plans for intensified support (need for support, goals, means and evaluation) were categorized using content analysis. Child´s participation was also researched based on references in the pedagogical solutions (means in the forms) using content analysis. Results and conclusions. The pre-primary documents had varying criteria for starting intensified support. The pre-primary and first grade teachers had differing opinions on what the purpose of the plans was. A part of the plans was mainly filled out to transfer information between teachers and they used broad terms and the text was scarce. The pupils’ goals had been copied word for word to several children’s plans. There were uncompleted documents still in December in the first grade. Intensified support was focused in large measure at developing linguistic and mathematical skills. The child was mainly described as an object of actions by adults in the means of the learning plans, i.e. pedagogical solutions. The child was described as an independent agent in only 0,41% of the references made in the learning plans. Evaluation of the plans mainly consisted of observations in the everyday life.