Browsing by Subject "sosiaalinen osallisuus"

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  • Erkamo, Laura (Helsingfors universitet, 2015)
    Aims. This study examines teachers as the supporters of social participation of hearing-impaired students in mainstream schools. Social participation means positive interaction, acceptance of classmates, mutual friendships and a feeling of acceptance by classmates. It is a key part of inclusion and to some extent it should also be understood as a precondition of learning. The aim is to find out what are the means by which teachers support the social participation of hearing-impaired students in mainstream classes. Another objective of this study is to determine whether teachers even consider the support of social participation as an integral factor when teaching hearing-impaired students. Methods. The research data was collected by questionnaires sent to teachers who had a hearing-impaired student in their class. All in all, the data consisted of about 109 teachers' views on teaching hearing-impaired student, but contained a total of 119 individual teacher-student relationships. Simple frequencies and cross-tabulations were used to describe the teachers in the data and their general attitudes towards teaching the hearing-impaired students. Answers to the open-ended questions were analyzed by content analysis and quantification of the data was carried out to further analyze the data. Results and conclusions. Based on the results of this study, it can be assumed that on the average teachers have positive attitudes towards teaching hearing-impaired students in mainstream classes and are confident in their own abilities. Teachers support the social participation of hearing-impaired students particularly by creating an accepting atmosphere as well as promoting open discussions among students. In addition, teachers support social participation by utilizing group work situations, taking into account special needs, training social skills, encouraging the hearing-impaired student and by uniting the entire class. Teachers feel that it is important to create the right kind of listening conditions when teaching hearing-impaired students. On the other hand supporting social participation is not seen as an integral factor.
  • Nevala, Piia (Helsingin yliopisto, 2021)
    Objectives. The goal of this thesis was to examine the assumptions of an inclusion that personnel in early childhood education have. The theoretical context of this study is the ecosystem model of inclusive early childhood education. Model is developed based on Urie Bronfenbrenner´s ecological systems theory. In the ecosystem model is described macro-, meso-, ecso- and microsystem factors that has to be considered when early chilhood ecucation is developed as more inclusive. Concepts are also explained. Methods. The material of this thesis was collected in research that clarified the state of special support in early childhood education. In this thesis was analysed one question´s answers of that research. Answers was given 572. From these answers was chosen five personnel groups whose answers was received more than 15. From these groups (early childhood special education teacher, early chilhood education teacher, childminder, nursery nurse and day care center manager) was chosen 15 answers each, based on discretionary sample. The answers that were chosen told about inclusion from works point of view. The answers were analysed and categorized in themes. Fenomenografi and dialogical theme-making was used as methods. Results and conclusions. Seven themes were made from the answers: the pedagogical solutions and tools that support inclusion, inclusion as a value, associates who support inclusive early childhood education, inclusion as a child´s right, inclusion as a child’s place, the challenges that inclusion has and enough education and know-how for inclusion. Themes were divided in between personnel groups. Inclusion as a value and inclusion as a child´s right were mentioned in every groups answers. The pedagogical solutions and tools that support inclusion was mentioned mostly by early childhood education teachers and early childhood special education teachers. Inclusion as a child´s place was mostly mentioned by early childhood special education teacher and day care center managers. Inclusion´s challenges were mentioned mostly by nursery nurses and day care center managers. Enough education and know-how for inclusion was mentioned by day care center managers, early childhood education teachers and nursery nurses. Associates who support inclusive early childhood education was written by early childhood special education teachers and early childhood education teachers.
  • Skogström, Hanna (Helsingin yliopisto, 2019)
    Tässä pro gradu -tutkielmassa tarkastelun kohteena on Y-Säätiön Meriheimo – nuorten oma väylä! -hanke. Meriheimo on seikkailupurjehduksia järjestävä hanke, jonka tarkoituksena on vähentää syrjäytymisvaarassa olevien nuorten aikuisten syrjäytymisriskiä. Hanke on osa asunnottomuuden ennaltaehkäisyn toimenpideohjelma AUNEa ja sen pääyhteistyökumppanina toimii Suomen Purjelaivasäätiö – Segelfartygsstiftelsen i Finland. Meriheimo on tarkoitettu 18–30-vuotiaille pääkaupunkiseudulla asuville nuorille aikuisille, joilla itsenäinen elämä on aluillaan ja jotka jostain syystä ovat syrjäytymisvaarassa. Taustalla voi olla esimerkiksi työttömyyttä, kouluttamattomuutta tai päihde- tai mielenterveysongelmia. Tämä tutkielma on laadullinen tapaustutkimus, jonka aineisto koostuu kyselylomake- ja haastatteluaineistosta sekä osallistuvalla havainnoinnilla kerätystä havainnointiaineistosta. Tutkielman primääriaineisto koostuu haastattelu- ja kyselylomakeaineistosta ja sekundääriaineisto havainnointiaineistosta, jota käytetään tukemaan primääriaineistoa. Haastatteluaineisto koostuu yhdeksän haastattelun yhteenvedosta. Kyselylomakeaineistoja on viittä erilaista, joiden vastaajamäärät vaihtelevat. Aineisto on analysoitu aineistolähtöisen sisällönanalyysin ja teoriaohjaavan sisällönanalyysin keinoin. Tutkimuksen teoreettis-käsitteellisenä viitekehyksenä toimii sosiaalisen osallisuuden käsite. Tässä pro gradu -tutkielmassa tutkimustehtävänä on kuvata Meriheimo-hanketta. Lisäksi tutkimustehtävänä on selvittää, millaisia merkityksiä sosiaaliselle osallisuudelle Meriheimon seikkailupurjehduksille osallistuneet antavat. Tutkimustehtävänä on myös kartoittaa, millaisia taustoja ja motiiveja purjehdukselle osallistuneilla on. Tutkimuskysymykset ovat: 1. Millaisia purjehduksille osallistuneiden taustat ja motiivit ovat? 2. Millaiseksi sosiaalinen osallisuus merkityksellistyy purjehduksille osallistuneiden vastauksissa? Analyysin perusteella sosiaalisen osallisuuden merkityksistä muodostuu viisi eri teemaa. Nämä teemat ovat halu muutokseen, onnistumisen kokemukset, yhteisöllisyys, koulutus ja työllistyminen sekä uudet ystävät ja harrastukset. Purjehduksille osallistuminen lisää osallistujien halukkuutta muuttaa omaa elämäntilannettaan. Onnistumisen kokemusten kautta usko itseen vahvistuu. Yhteisöllisyys koetaan vahvana purjehduksella. Kaiken tämän edellä mainitun kautta halu kouluttautua ja työllistyä merkityksellistyy. Uudet ystävät ja harrastukset nähdään positiivisena lisänä purjehduskokemukselle.