Search results for "erityis"

Educational intervention planning for children in foster care in Finland : A case study

2018

Children in foster care may face difficulties during their school years. When it comes to academic achievement, there is reported low school performance and lower grades. However, school may be strong protective factor in difficulties if supports are individual. School-based interventions represent a possibility for supporting children whose home life may make them vulnerable. This discussion paper presents Finnish initiative, which is based on Skolfam® model used in several Nordic countries. peerReviewed

Missä aikuiskasvatus oleilee?

2001

A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education

2017

This research sought to develop an understanding of teachers’ attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers’ sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers’ attitudes and self-effi…

Tukivastemalli (Response to intervention model)

2021

Tukivastemalli on oppimisen ja koulunkäynnin tuen suunnittelua ja toteutusta selkeyttävä toimintatapa, jota voidaan hyödyntää minkä tahansa taidon tukemisessa kolmiportaisen tuen mallin kaikilla portailla. Tukivastemallissa tuen tavoitteiden määrittely ja kohdennettu tukitoimien suunnittelu perustuvat huolelliseen, yksilölliseen alkuarviointiin oppilaan tuen tarpeesta ja ymmärrykseen siitä, mistä oppilaan yksilöllisissä oppimisen pulmissa on kyse. Tuki kohdistetaan siihen kehitysvaiheeseen, jossa oppilas kehityksellisesti on ja niihin osataitoihin, joissa oppilaan kehitys edellyttää tukea. Oppimisen tuen suunnittelun yhteydessä suunnitellaan, miten ja kuinka usein oppimisen edistymistä ja t…

Teacher attitudes towards the inclusion of students with support needs

2019

Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal v…

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality

2020

This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. On…

Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education

2019

The aim of this study was to analyse and compare teachers’ attitudes towards inclusive education in two culturally different countries: Finland and Japan. A sample of 362 Finnish and 1518 Japanese teachers participated in this survey. The teachers’ attitudes varied and were rather critical. The Finnish teachers were more worried about teachers’ efficacy when implementing inclusion, particularly when teaching students with intellectual disabilities or emotional and behavioural problems. The Japanese teachers had a more positive view on the benefits of inclusion for disabled or non-disabled students. Because Finnish schools emphasise the effectiveness of special education, the Finnish teacher…

A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices

2021

Although providing equal educational opportunity for all children is the common goal for inclusive education around the world, the way of implementation is influenced by cultural, historical, and socioeconomic factors of each country. This study aims to compare Saudi and Japanese teachers’ attitudes and self-efficacy in inclusive education. Data were collected from 185 Saudi and 359 Japanese in-service teachers using a survey. Quantitative analysis revealed that there was no difference between Saudi and Japanese teachers’ attitudes towards including students with disabilities. The Japanese teachers’ overall self-efficacy was lower than that of the Saudi teachers, but this result was discuss…

Siirtymä alakoulusta yläkouluun oppilaan kokemana : kokemusten, sukupuolen ja koulumenestyksen yhteys erityisopetusstatukseen

2016

Nuorten syrjäytymisestä on viime vuosina oltu huolissaan. Pahimmillaan siirtymä alakoulusta yläkouluun toimii syrjäytymiseen johtavana kuiluna koulutuspolulla. Herkkään siirtymäaikaan liittyvät riskitekijät olisi tärkeää tunnistaa ennaltaehkäisyn tueksi. Tämän pro gradu –tutkimuksen tarkoituksena oli tarkastella oppilaiden siirtymäkokemusten kehitystä alakoulusta yläkouluun. Tavoitteena oli selvittää, onko erityisoppilaana oleminen yhteydessä siirtymäkokemuksien laatuun. Lisäksi tarkasteltiin, toimiiko erityisopetus selittävänä tekijänä kokemusten mahdollisille muutoksille senkin jälkeen, kun sukupuoli ja koulumenestys on vakioitu. Tutkimuksen aineisto on peräisin Itä-Suomen yliopiston ISKE…

Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

2021

This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a control group comprising the remaining participants from the study. Teachers identified reading and expressive language difficulties as the main reasons for part-time special education in Grade 1. By Grade 4, students who received support until Grade 1 or 2 caught up the level of the control group especially in reading fluency. Students who had rece…