Browsing by Subject "stöd för lärande"

The aim of this thesis is to establish an understanding of the support of learning students receive in primary schools in Finland today. The field of special education is a very hot topic in Finland, especially the three-tiered support system, a system that has been used since 2011. It is now tested and in need to be improved. Research shows that there are not enough resources to implement the system properly and vague instructions causes different interpretations which results in very different ways in how to proceed. There is a lot of research on how the three-tiered support system has been implemented and how it shows in statistics, there’s however not very much input on what kind of support these students on the different support levels get. Therefor it is of value to discover what kind of support the teachers offer for their students within the resources and guidelines they have today. By investigating the classrooms one can also find strengths and weaknesses in the working procedures which can give us a hint on what to preserve and what needs to change. The data was collected through semi-structured interviews whit class-, special education- and special education class teachers. Overall, there was seven teachers participating, three class teachers, three special teachers and one special class teacher. The thesis has a phenomenpgraphic research approach and is implemented as qualitative research. The single largest factor that affects the support for learning for the students is the adults around the student. It’s both teachers but also the adults in the home of the student that affects what kind of support the student needs and what kind of effects the different support interventions have. Therefore, one can argue that it’s naturally more support given by adults that is the most used way of supporting students in need of support for learning. In addition, teachers commonly use individualisation and different auxiliary equipment to support the students. To be able to better meet the needs of students in need of support for learning the biggest single wish is to get more special education teachers. Overall, the teachers had a quite similar student view and approach to what’s happening in the field at the moment. Despite that teachers’ procedures differed a lot sometimes, probably because of different conditions in resources, student records and experience and knowledge of the teacher.