Browsing by Subject "kolmiportainen tukimalli"

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  • Peltonen, Jarna (Helsingfors universitet, 2015)
    The aim of this study was to find out what kind of perceptions about three-step support model parents have. Participating families and parents were those whose children got intensified or special support in early childhood education. To clarify parents' perceptions sub-questions in this study were: 1) how well do the parent's know the concept of a three-step support model, 2) what kind of perceptions parents have of the support their child received, 3) what participating parents think of educational partnership and finally 4) what kind of feelings parents have of support. This topic is accurate, because the three-step support model has been used only four years, since 2011. Parents conceptions of this topic hasn't been really surveyed yet. However, strengthening the parental involvement is mentioned more and more in various national documents, f.ex in National core curriculum for Pre-primary and Basic Education which is currently in process. So the need for this study is evident. The theoretical framework of this study reviews development and learning support in early childhood education, the three-step support model as an intervention and educational partnership. Educational partnership is looked especially through the ecological theory of Bronfenbrenner. The data was collected by using semi-structured interviews. Twelve parents, whose children were receiving intensified or special support in early childhood education, were interviewed in this study. The methodological approach in this study was phenomenography and the data was analysed with phenomenografic analysis using Atlas.ti program as a tool. Phenomenographic survey research results can be considered as analysis generated "outcome space". The upper-level categories in outcome space were Parents' varying awareness of three-step support model, Parents' perceptions of the child's support, Many forms of educational partnership and Spectrum of emotions. Based on the results of this survey can be concluded that parents involved know the three-step support model really variously and mostly quite poorly. Parents suggested that the concept of three-step support model should be clarified more to the families, despite the fact that parents were trustworthy that things goes well in practice.
  • Laakso, Outi (Helsingfors universitet, 2012)
    Aims. In the year 2010, the Finnish national core curriculum for basic education went through some amendments and additions when it comes to support for learning and schooling. A new three-step support model was introduced. The new support model contained general, intensified and special support. The aim of this thesis is to find out how primary school teachers execute the three-step support model at Vantaa: what support measures are most valued and who fills out the support model's pedagogical documents? The support model's aims and goals are also examined. The last aim is to compare the three-step support model to the idea of an inclusive school. Can we say that our education system is now more inclusive than what it was before? Methods. The research began with an interview with the person who is responsible for the planning of education in Vantaa. After the interview, part of the primary school teachers of Vantaa (N=61) answered to a questionnaire about the three-step support model. The research was conducted as a mixed method research because it has elements from both qualitative and quantitative research. The interview answers were analyzed by using content analysis. Quantitative methods were used while analyzing the questionnaire answers with the IBM SPSS Statistics 20-program. Results and conclusions. The study showed that the primary school teachers value differentiation, collaboration between school and home and part-time special education the most. Special education was valued as a part of the special support. Pedagogical documents were most likely filled by the class teacher or the special needs teacher although the work is assigned to class teachers . Collaboration between teachers was valued when filling the pedagogical documents. It's difficult to estimate how the goals of the three-step support model have been achieved. During the time of this research the new model had been used only for six months. The teachers admitted that more pupils are studying in mainstream education because of the new support model. Nevertheless the teachers felt that the education system needs special education schools and classes. They did not agree with the idea of shutting down all the special education schools.
  • Skaffari, Katariina (Helsingin yliopisto, 2017)
    Objectives. The differentiation of teaching is again a topical issue due to the imperative of differentiation of the basics of the curriculum for basic education in 2014. Implementation of the inclusion and the three-step support model also requires the differentiation of the teaching. The purpose of this study was to find out the teaching methods of teaching differentiation. In addition, obstacles to differentiation were studied. Methods. The study was focused on one of the Primary Schools in Vantaa. The research material was collected through a questionnaire. The questionnaire contained both structured and open questions. The questions were drawn on the basis of previous studies and the theory of knowledge. Questionnaires were distributed to the class and subject teachers of that school. The questionnaire was answered by 11 teachers (N = 11). 10 of them were women and one man. The respondents' age distribution was wide. The material was analyzed by means of deductified content analysis. Results and Conclusions. As many previous studies on pedagogical differentiation showed, pedagogical differentiation makes it possible to take the student into a heterogeneous group. With the development of teacher's pedagogical thinking, it is growing courage to experiment with a variety of pupil-centered pedagogical methods at a practical level. The results of this study showed that teachers differentiated their teaching throughout the learning process in many different ways. Teachers felt the need for differentiation in teaching. Particular attention was paid to the separation of inferior students. Their attitudes were almost invariably positive, though many of them found separation as a teaching strategy demanding due to inadequate training, limited resources, and the scarcity of appropriate teaching materials.