Browsing by Subject "resurssit"
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(2018)The special education reform, has resulted in major changes in the job description of Finnish special education teachers. Also, distribution of resources to schools have changed. Previous researchers have found lack of resources in special education. Teachers also experience lack of time. To date, there have not been quantitative research about the matter of time specific to special education teachers. I explored special education teachers experiences about challenges that connect to resources in this research. Opinions of special education teachers are interesting because they not only operate in the field but also have academic education. The aim of the study was to answer two questions: which resource challenges A teachers experience to be (1) most disturbing and (2) least disturbing (2). The answers collected via electric questionaire, were from previous students from University of Helsinki whose major was special education. The participants were special education teachers in primary school. The questionnaire included many questions about resources. Answering scale were from 0-4. These answers were analysed by using quantitative methods. Also, questionnaire contained open questions. These answers I analysed using quantatative measures by themes related to resources. According to the study the special education teachers experienced many different challenges. The teachers often experienced lack of time. They were in hurry which left little time for planning the co-teaching. The teachers also worked after the working hours. Co-operating were also experienced challenging caused by lack of planning time. Also, great challenge faced the system of special education. Amount of given support to pupils were too little. The teachers also found challenging the lack of special education classes. The size of special education classes was right. Experiences about human resources showed need for special education teachers and assistants. It was also hard to get substitute. The special education teachers didn’t see need for adding more regular teachers.
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(2019)This qualitative study examines kindergarten teacher’s views on how they support participation. The subject is linked to early childhood education’s everyday life and how participation can be supported in children’s everyday life. This study is focused on Harry Shier’s (2001) participation theory, which offers different levels to achieve participation. By achieving these levels, participation can be supported. In this theory participation support can lead to situation where adults share their power on activities together with children. The study was implemented by data-based content analysis. Research data was gathered from the website of Finnish National Agency for Education. Research data was an internet annotation. Data collection was obtained by cropping kindergarten teacher’s answers from original data. The goal for this study was to examine kindergarten teacher’s answers and sort them in different groups. The results of this study are the main groups which were formed by analysis and there is four of these main groups. In this this study these main groups were compared to Harry Shier’s (2001) participation theory and purpose was to find some similarities between the results and theory. The main results of this study are linked to the resources that are available for teachers to use while supporting participation. For example, the most functional way to support participation was that children are listened to, but too big groups were seen as the reason that makes it difficult to listen children. Previous researchers have said that there is a huge meaning for children that they are listened to. Also making children’s views visible has a big meaning for children. These are the ways when they can experience that they can influence in their lives. (Gellin, 2011). Resources were also mentioned in Shier’s (2001) theory by as one of the ways how adults can be engaged for supporting children’s participation. In the results educational companionship between staff and parents was also highlighted and also that through shared activities children get a chance to influence to the things which have effect on them. Educational companionship was seen as a good and functional interaction between kindergarten staff and the parents. Children’s chances to affect on the activities was included in the idea that the staff is in the key position to make children seen and heard. According to kindergarten teachers, by listening children, teacher enable children to bring their views to the attention and by that make children’s participation possible in planning activities.
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