Browsing by Subject "toisen asteen koulutus"
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(2021)According to the Pisa assessments, the number of students with poor reading skills has increased in Finland in recent years. Because of the poor reading skills, approximately one in ten students will struggle with their upper secondary studies and will not achieve an active social status. However, international studies have shown that reading comprehension interventions can improve students’ reading skills even in adolescence. The purpose of this study was to explore how the upper secondary school teachers experienced the teaching of reading comprehension skills for students with reading comprehension difficulties. The study focused on the teachers’ views concerning support of learning Finnish language and social studies. The study answers in three research questions: first, how theory-based reading comprehension support is organized, second, how do the reading comprehension difficulties affect Finnish language studies and social studies, and third, how the reading comprehension support could be improved. The study was carried out by using qualitative methods and following the principles of phenomenological-hermeneutical approach. The data was collected by interviewing seven upper secondary school teachers. Three of them were Finnish language teachers and four of them were special education teachers. The data was analyzed by using theory-based con-tent analysis and data-based content analysis. Based on the results, teachers use theory-based reading comprehension methods, such as reading strategies. However, there were differences between the schools’ structures of sup-port systems. Reading comprehension difficulties were connected with other multidimensional problems. The reading comprehension support can be improved by offering further training for teachers and promoting their co-operation. Besides that, positive attitude might have an important role on reading comprehension support.
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(2020)The aim of this study was to examine the experiences and thoughts relating to secondary education choices of students receiving special support. According to previous research, transitions among students receiving special support are more precarious than other students and special education students are dropping out of upper secondary education more often than others. The study examined what kind of capacity students receiving special support have to make educational choices, as well as what issues cause them concern. In order to carry out the study, five students with special support and their student counsellor were interviewed. The data was analysed using methods of data-based content analysis. The capacity of special education students to make educational choices was accompanied by the following concepts: informational capacity, motivation and social support. According to the results of the study, students' informational capabilities are not sufficient and a large proportion of pupils did not have the capacity for independent information retrieval; instead, pupils relied heavily on the guidance and support received. Students felt that they received information through guidance, visitations to schools and from adults acting as professional prequels. Choices that were made independently and based on their own desires appeared as motivating factor. Support from family was important. Students receiving special support were concerned by the realisation of their own choice, the achievement of goals in primary school, and their own skills to study at secondary level. For students, finding an alternative education sector appeared challenging and they were concerned with the possibility of failure of their first choice. This is also coupled with the fact that students were concerned about whether they would manage to meet their target for a final assessment. In addition, the level of coping with learning disabilities in upper secondary education and the contents of education concerned pupils and did not feel they had been adequately informed about these.
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