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Browsing by Subject "nivelvaihe"

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  • Erityistä tukea tarvitsevien perusopetuksen ja toisen asteen koulutuksen nivelvaihe 
    Vackström, Eveliina (2020)
    This bachelor’s thesis is a descriptive review about the factors that have an effect on the articulated phase of basic and secondary education for those with special needs. By scietific literature I examine the differences of objectives and practices of special education in basic and secondary education. For research questions, I chose to ask: how do the objectives and practices differ between basic and secondary education and what effects do these factors have in the process of being promoted to secondary education. As my research literature I used the curriculum of basic education (2014), the curriculum of upper secondary school education (2017) and The handbook of special education (2015). I compared the objectives and practices of special education in basic education, in upper secondary school and in vocational school. There is no overestimating the importance of the articulated phase of basic and secondary education. It is unquestioningly important that a student with special needs gets enough knowledge of the possibilities he or she has for his or her further studies, that are equivalent to his or her needs and strenghts. The multi-professional collaboration has an important significance on the articulated phase, so that the further educational institution gets the information of how the student has been supported in basic education and what kind of support the student needs in his or her further studies. The biggest differences in the objectives and practices in secondary education - in upper secondary school and in vocational school - are associated with the aim of the education. The main objectives of special education in upper secondary school education are to advance the students’ learning, the positive belief of themselves and the education, the competence in everyday life, and taking responsibility for themselves and their studies. In vocational school the main objectives of special education are aimed at accomplishing the degree.
  • Opettajien kokemuksia esi- ja alkuopetuksen niveltämisestä ja koulusiirtymästä 
    Nieminen, Markus (2016)
    The aim of this study is to describe preschool and first grade teachers' experiences of reasons, execution and challenges of co-operation between preschool and first grade during the transition from preschool setting to primary school setting. The nature of this study was qualitative. The research matter was collected by interviewing three preschool teachers and three first grade teachers by using theme interviews. The collected research matter was analyzed by theory based content analysis. According to this study the experiences of teachers' of co-operation between preschool and first grade were alike. All three preschool teachers and all three first grade teachers described reasons for co-operation between preschool and first grade as beneficial for the kids. The interviewed teachers described their experiences of execution of co-operation between preschool and first grade through quantity, content, ways of practice and planning. First grade teachers described their experiences of the execution through ways to bring preschool and first grade closer together. According to the teachers the challenges for co-operation during the transition from preschool to first grade were mainly differences in legislation, differences in supervising and directional documents and in various resources such as time, room and physical distance between preschool and first grade.
  • Opinto-ohjaajien käsityksiä maahanmuuttajataustaisten nuorten siirtymistä ja ohjauksesta lukioon valmistavassa LUVA-koulutuksessa 
    Averin, Inka (2017)
    Study shows that educational transitions can be challenging for immigrant-origin youths`. They are for example in a higher risk to end up without upper secondary education when compared to their native counterparts in Finland. Overall the transitions of immigrant-origin youth have been seen more complex than native youth. Guidance is viewed to have an important part for the transitions from educational level to another. The aim of this study was to examine what kind of a role “LUVA-education” plays for immigrant-origin youth in their transition to upper secondary education and how counseling can support that transition. The goal was to study the questions presented before from LUVA-educations counselors’ point of view. The theoretical frame consist of the concepts of transition and counseling. The data of the thesis consist of three semi-structured interviews. Two of the interviews were executed as individual-interviews and one as a pair-interview. The interviews were analyzed using phenomenography. The aim was to bring out the interviewees` different perceptions of the subject in hand. The importance of LUVA-education for the transition to upper secondary education was seen in two ways: firstly LUVA was viewed as “a pit stop” for student to review whether to proceed in high school or in vocational studies and secondly it was seen as a place where students can develop their skills. The interviewees saw that the most effective guidance aspects were improving the students’ skills and knowledge, certain counselling procedures and co-operation with the students` families. Students` unrealistic dreams for their future education were seen as a challenge in study guidance.The interviewees wished more re-sources for guidance and co-operation with schools other experts, such as school curator, nurses and special education teachers. The study revealed that LUVA-education has its place in immigrant-youth transitions to secondary education. In the future it would be important to study the perceptions of students in LUVA-education.

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