Browsing by Subject "aineenopettaja"

Aims. The purpose of this thesis is to study subject teachers’ conception of the special support given in schools. The special education system in Finland has been renewed in recent years. The special support given in schools is divided into three steps (general support, intensified support and special support) and it is called the tripartite support system. The idea behind this division is that the measure of support is planned individually according to the need for support (Basic Education Act, 1998/642). Previous studies have shown that the reform of the special education system has expanded the job description especially when it comes to elementary school teachers and subject teachers and this is experienced as add to the work load (OAJ, 2012). First, the intension of this thesis is to analyze how subject teachers emphasize the heterogeneity of the groups they teach. Furthermore, it is also reflected if there is a certain trend subject teachers discuss about their skills to support pupils with special needs. Finally, it is studied how subject teachers see their capacity and possibilities to provide sufficient support for learning and school attendance. Methodology. The thesis was a qualitative case study and the analyzing methods were discourse analysis and thematic analysis. Research material consisted of four semi-structured interviews of subject teachers. Results and conclusions. The study revealed that the teachers have positive attitudes towards students with special needs, although they had not received supplementary training to carry out the tripartite support system. The teachers had not participated in multiprofessional cooperation and they considered not having sufficient resources to support their students as the law and the Finnish National Core Curriculum demand. However, subject teachers judged that the special education support and the right for student counseling occurs in their school. According to these findings, subject teachers’ continuing education should still be increased. In addition, subject teachers should also become a solid part of the multiprofessional team planning the support for the students with special needs. Besides, it should be taken into account that teachers have sufficient resources to provide the support as required in the National Core Curriculum and Basic Education Act.