Browsing by Subject "Finland"

Aims. In today’s society immigration and integration are undeniably important topics. Studies have shown that employment plays an important part in how well the immigrants’ integration process will succeed. However previous research has also found that some immigrants are subject to discrimination in work life and to some extent already during the recruitment process. This study aims to focus on the latter. The research done so far on this topic in Finland is relatively scares. By comparing the results of earlier studies this paper aims to fill that gap. Further this paper aims to map to what extent these results can be supported by theories of ethnic hierarchy as well as ethnocentrism. Methods. The material I have chosen to use for the analysis is six researches done in Finland. I have chosen to use research that is done after 2002. As a method I use descriptive literature review. Results and conclusions. The studies analyzed in this paper mutually conclude that discrimination has taken place during the recruitment process in Finland. In the recruitment situations, discrimination was often demonstrated by the fact that immigrants were not offered the same opportunities as the native applicants. Further, they were also less encouraged to look for work. Results, where Finns' attitudes were not particularly tolerant of receiving job-seeking immigrants to Finland, also appeared. These results were also supported by the immigrants' own experience, where they said that they had experienced discrimination in recruitment in Finland.

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.