Browsing by Subject "HOJKS"

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  • Mustonen, Jenniriina (Helsingfors universitet, 2017)
    Aims. The aim of this qualitative study was to find out what information the special education students' IEPs' (Individual Educational Plan) includes about different activity areas. The activity areas are based on the National Curricula for basic education and they are motor skills, language and communication, social skills, skills in daily functions and cognitive skills. The aim of the study was to find out what other information the IEPs' includes. The study also aimed to find out what information IEPs' includes about multi-professional cooperation and the different responsibility that they share. Even though, the aim of the IEP is to ensure that the right special support is given to the student, there are also concerns about the documents. Earlier research shows for example that the information that has been written to IEPs mainly describes the problems and the challenges that the student has. The goals that have been written to the documents are often general and not measurable. Methods. The research data consist 20 IEPs that has been written to the children with special needs. The data of the research was collected earlier to the use of Special Education Research of the University of Helsinki. The IEPs were written to the students that are in need of the special support and who are studying by the activity areas. The data was analysed by using the qualitative text content analysis and discourse analysis. Results and conclusions. Based on the research, when the data was analysed by the activity areas the IEPs contained mainly information about students' cognitive skills. The discourse analysis showed that the information about activity areas were mainly positive, but there was also negative information concerning the activity areas. The information that were not about the activity areas were for example about student's hobbies, integration, student's self-esteem, motivation and studying environment. The results showed that the other information in the IEPs were mainly neutral. In the IEPs there were all in all 21 different multi-professional cooperation mentioned, but in the documents there were no more information about how the cooperation was organized.
  • Peltomäki, Satu (Helsingin yliopisto, 2018)
    The National Curricula for basic education has certain regulations for pupils with intensive special education needs. The education can be arranged by the activity areas if the pupil is unable study the school subjects individually and instead benefits more from education that emphasizes on enhancing the pupils ability to function independently in daily life. The activity areas are motor skills, language and communication, social skills, cognitive skills and skills in daily functions. The education in question stands for the most demanding support level in the three-tier model. The skills and skill development of these pupils are monitored with amongst other things Individual Education Plans (IEP) and report cards. Little research has been done in teaching by the activity areas. The study showed changes that were made in the IEP's goals for pupils studying by the activity areas, as well as how the unaltered goals were evaluated. The research data consisted of the IEPs (N = 22) and report cards (N = 18) of six students studying by the activity areas. The documents were collected from two schools and were drawn up by eight teachers between the years 2013 and 2017. The research data was analysed with the help of theory-driven content analysis. It was discovered in the research that the goals of the pupils were more likely to have changed if the teacher had taught the pupil before. Almost without exception only qualitative changes were made on individual goals. The changes were divided into four different categories: the offered support for pupil, the description of the activity related to the goal, the coverage and standard of the content area of the goal as well as the clarification and spreading of the content. The changes were divided into three different categories: the skills stay the same, the skills change and the change in a skill can't be specified. Most of the evaluations did not show how close a pupil was with the succeeding of a goal, even if the evaluation had shown progress within the school year. According to the research more attention ought to be focused on the IEP's goals and the goal evaluation of the pupils studying by the activity areas. The teachers and instructors of the pupil cannot know what the current level of the desired skill is or how a pupil should be taught, if the changes made in the goal are not clear, precise or measurable. If the evaluation does not show at what stage the pupil is in his or her progress, it's difficult to match the goals of the following school year with the pupil's potential.