Browsing by Subject "tuen tarve"

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  • Hurtig, Anna-Riikka (Helsingin yliopisto, 2020)
    The discussion about parenting revolves around what is good parenting and the well-being of children. There is less talk about how to be a good parent and how to support parenting. The aim of this thesis is to find out what kind of support families with children feel they need, where to seek help from and how families with children would like to improve their services. The thesis also opens up the Finnish family service system for children. The thesis has been implemented by means of qualitative research methods. Seven mothers of families with children from two Finnish provinces have been interviewed for the study. The material was collected through a semi-structured theme interview and analyzed using qualitative content analysis and thematization. The interviews were conducted between December and January 2019-2020. The study revealed that social support has a significant impact on mothers' coping with their family with children. Families receive the most support from their own social networks. It is hoped that community services will support the well-being of the whole family. Mothers' experiences revealed beliefs and outside attitudes about coping culture that partially prevented them from seeking or getting services. Mothers hope that support will be offered automatically.
  • Hirvonen, Minna (Helsingin yliopisto, 2019)
    Perusopetuslaki takaa jokaiselle oppilaalle oikeuden saada tukea oppimiseensa ja koulunkäyntiinsä, ja luokkamuotoisen erityisopetuksen sijaan vallitsevana periaatteena on kaikkien lasten opettaminen yhteisissä yleisopetuksen ryhmissä. Suuri osa tukea tarvitsevista oppilaista saa osa-aikaista erityisopetusta, mikä samalla tarkoittaa sitä, että aineenopettajilla on aiempaa suurempi vastuu tukea tarvitsevien oppilaiden opetuksesta ja heiltä vaaditaan kykyä mukauttaa opetustaan yhä heterogeenisemmän joukon tarpeisiin. Tutkimuksessa kartoitetaan matematiikan aineenopettajien kokemuksia matematiikan opiskeluun heijastuvista tuen tarpeista yläkoulun yleisopetuksen kontekstissa. Tavoitteena on selvittää, millaisia tuen tarpeita matematiikan aineenopettajat ovat kohdanneet, millaisia keinoja he käyttävät vastatakseen tuen tarpeisiin sekä millaiseksi he kokevat oman osaamisensa ja resurssinsa vastata tuen tarpeisiin. Ongelmaa lähestytään laadullisella tutkimusotteella ja aineistonkeruuseen käytetään teemahaastatteluita. Yksilöhaastatteluihin osallistui yhdeksän opettajaa, jotka työskentelivät kolmessa eri yläkoulussa. Analyysimenetelmänä käytetään aineistolähtöistä sisällönanalyysiä, jossa haastatteluaineisto jäsentyy ala- ja yläluokkiin sekä edelleen teoreettisiin pääluokkiin. Tutkimuksessa käy ilmi matematiikan opiskeluun vaikuttavien haasteiden moninaisuus ja yleisyys. Opettajien kohtaamat tuen tarpeet jakautuvat matematiikan haasteisiin, kielellisiin haasteisiin sekä yleisiin koulunkäynnin haasteisiin, kuten motivaation tai toiminnanohjauksen pulmiin. Suurin osa opettajista arvioi, että jokaisella luokalla on useampi oppilas, joka tarvitsee tukea matematiikan opinnoissaan. Tukikeinoina käytetään esimerkiksi tukiopetusta, eriyttämistä sekä oppilaiden ryhmittelemistä pedagogisin perustein. Tuen tarpeet on huomioitu myös arvioinnissa esimerkiksi tarjoamalla monipuolisia keinoja osaamisen todentamiseen sekä järjestämällä tukea koetilanteeseen. Opettajat kokevat osaamisensa sekä resurssinsa pääosin hyviksi, mutta riittävää tukea ei aina pystytä tarjoamaan esimerkiksi tuntitilanteessa, jos tuen tarvitsijoita on paljon. Vastauksista käy ilmi, ettei opettajankoulutuksen koeta antaneen tarpeeksi valmiuksia tuen tarpeisiin vastaamiseen. Osaaminen on karttunut lähinnä työkokemuksen myötä, ja myös täydennyskoulutukset sekä kollegoilta saadut neuvot on koettu hyödyllisiksi.
  • Peltonen, Hanna (Helsingin yliopisto, 2018)
    The current Act on Upper Secondary Education does not provide any specific information on the organization of special education. This is why the special education programs vary between upper secondary schools. Not all secondary schools have special education teachers and this might place students with special needs at a disadvantage. There have been only a few researches on special education in upper secondary schools in Finland during the last decade and the studies have focused on the need of special education in upper secondary education or, the job description of a special education teacher. The purpose of this study is to describe the perceptions of the students’ regarding the challenges that they face in their studies and the support they have received. The aim is also to look at the special education from a student point of view and clarify, how the need for support is recognized, what kind of challenges does the student with special needs meet and who provides the support and how. The data for this qualitative study was collected by inteviewing 14 upper secondary school students over the age of 18 with special needs. They all studied in the same upper secondary school in southern Finland under the guidance of the same special education teacher. The topic was approached by using phenomenography which enables clarification of variations in individual views and investigates different understandings of reality. Students view on the recognition process of special needs in upper secondary school was based on a reading assesment and diagnostic evaluation done by the special education teacher. The recognition of reading difficulties was a relief for most of the interviewed students. They felt that early recognition gives them more time to benefit from the support. The interviewed students found it hard to work with the subject teachers, because they felt that the teachers could not offer them enough support. The results showed that the amount of the support depends on the attitudes and skills of the subject teacher. Other challenges were problems with concentration, reading difficulties and fatigue. Students found the special education teacher to be the keyperson that provides them support. The new Act on Upper Secondary Education secures everyone´s right to special education and the services of a special education teacher. In the future, special education teachers will have an important role as consultants or intermediators between the students and subject teachers, so that students with special needs get the help they are entitled to.
  • Valmari, Jenni (Helsingin yliopisto, 2017)
    This study was based on monitoring research project in the municipalities of the Helsinki Metropolitan Area (MetrOP). The study was attended by 13,500 young people whose school trail was followed from lower to upper secondary education. The aim of the study is to find out what kind of group of students who participated in the MetrOP project, did not continue in upper secondary education after primary school. Research questions were: 1) What kind of group of students was who did not continue to upper secondary education after the lower secondary school in the MetrOP project material? 2) What kind of factors were related to the fact that the studies did not continue in the upper secondary education? What factors were most important? The theoretical background of the research was The Ecology of Human Development - theory by Bronfenbrenner. Material of this study was based on monitoring of the first two phases of the MetrOP study. The first part was collected in schools in the autumn in 2011, when students started a lower secondary education and the second part was collected in the spring in 2014 at the end of the ninth grade. Students performing learning to learn tasks and the questioning of the residential area and social norms concerning it. In addition, they responded to both surveys on welfare and health. The material was analyzed quantitatively using SPSS and Amos- statistical programs. The students who did not become approved upper secondary education and those students who did not take received place were studied separately. Based on this study, the factors impacting continuation of the upper secondary education were attitude towards learning and motivation, future orientation, great point average, need of special education, education of parents, home and residential area and friendship. These factors also included in path model for continuing studies.
  • Saarelainen, Nelli (Helsingin yliopisto, 2020)
    The aim of this study was to explore general upper secondary school students´ experiences of well-being – what it consists of and what kind of support is needed from school. Legislation of general upper secondary education has been reformed in the fall of 2019. Because of the reform, greater attention should be paid for students´ well-being and learning support, and special education in general upper secondary education is statutory. Students´ well-being has been widely in public discussion lately. In previous research school burnout has been central. In this study, the aim was to approach the topic from a welfare perspective. The focus is on the students' own experiences. This study is a qualitative master´s thesis, where the target group was 29 general upper secondary school students from three different general upper secondary school. The research material was collected through six focus group interviews and questionnaires. In the study, students were able to share their own experiences and ideas regarding educational support, well-being and coping. The research material was analyzed by content analysis. Result from the study showed that students´ well-being consist of three dimensions: life management, school conditions and social relationships. Every dimension is further divided into several parts. Life management consists of self-direction, lifestyle and health. School conditions are divided into studies, the possibility of self-realization and the physical conditions of school. Social relationships consist of students´ own support network and the general atmosphere of general upper secondary school. Every dimension needs to be balanced so that adolescent´s well-being can be achieved. The research results highlighted the students' own role, but support from the general upper secondary school is needed.