Browsing by Author "Mickos, Viivi"

Results in earlier studies have shown that schools have had challenges to fulfil the aims with inclusion in practice even though inclusion has been discussed for a long time in education. A lot happens in the main classroom and the teacher doesn’t necessarily have time to help every student. A student with difficulties in writing and reading needs a lot of support and an adult who can help the student to maintain his/her concentration and interest in the task. It’s important that students with difficulties in writing and reading get the best possible support to overcome their difficulties. The aim of this research is to examine the teachers experiences of inclusion of students with reading and writing difficulties and to study which elements are required for inclusion to happen. This is a qualitative hermeneutic research. Semi-structured interview was used as a method. Two class teachers and one special education teacher shared their experiences. The teachers worked in the same school in the capital area of Finland. According to the teachers in this study it’s common that students with reading and writing difficulties are not always included in the main classroom. Instead, an assistant works with these students individually outside the classroom during a few classes per week. According to the teachers there are students who value this way of working, while others feel exposed when they must go outside of the main classroom. The teachers emphasized that the planning of support should have its basis in every individual student, and it is essential to focus on what is best for that individual. The conditions for inclusion of students with reading and writing difficulties were as follows: teachers must have enough with competence to support students with different needs and the learning environment should be safe and calming. Based on the results in this research it can be discussed if the lack of teacher resources is an obstacle why inclusion is not implemented in schools.