Browsing by Subject "vaativa erityinen tuki"

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  • Kotiranta, Heidi (Helsingin yliopisto, 2021)
    The purpose of this case study was to research the path to employment from graduating from vocational studies to employment of young people with special and demanding special needs. The aim was also to find out how important the vocational education was to the young people researched in this study from their own perspective. The factors that could be conducive to the employment of the young people with special needs were also studied by interviewing four professionals that were attached to the young people in this research. Previous studies have shown that workplace learning is significant when it comes to the employment of young people with special needs in vocational education. It has also been addressed that young people in general are more interested in entrepreneurship than before. Most of the young people also think the future is in their own hands. Previous studies have also shown that employers think financial support is a good way to foster the employment of the young people with special needs. Four young people that were employed during vocational education or after graduation took part in this research. One of them had participated in vocational education for special needs and three for demanding special needs. In addition, four professionals that were connected to the employment of the young people in this study were interviewed. The professionals consisted of two employers, one work coach and one responsible teacher. All in all, eight persons were interviewed in this study. The study was carried out in a project called Tulevaisuuden Työelämän Starat which was financed by social fund of the European Union. The material consists of eight half-structured theme interviews. In addition, some backround information have been collected from a questionnaire that the young people filled as they were graduating from vocational education. The results of this research show that workplace learning has significance for the employment of young people with special needs. At the same time, the need of special education does not necessarily stand out in working life. The young people in this study feel confident about the future being in their own hands and they worry about general subjects regarding to their future such as accidents or being exhausted from work. Two of the young people that were interviewed in this study were interested in entrepreneurship in the future.
  • Melander, Tiia (Helsingin yliopisto, 2019)
    Aims. This thesis aims to study how digital technology can overcome disabled student’s learning obstacles or restrict their learning opportunities in vocational special education context. In addition, the thesis addresses to what degree digital equality is achieved with the available aiding digital technology. Previous studies have shown that digital technology can support learning and overcome challenges set by physical disabilities. However, it is not yet clear what kinds of challenges and restrictions digitalization and digital technology can set for the disabled in studying and for the realization of their equal opportunities. Deepening our knowledge of the possibilities, limitations and questions of equality regarding digital technology helps us to understand the conditions for achieving educational equality for disabled youth. Methods. I used ethnography as my research method and collected the data in upper secondary vocational education. I observed three business and administration students needing intensive special education at their lessons or practical training environment. I also interviewed the students, their teachers and school specialists. As a basis for my ethnographic analysis was meanings found behind the data and the critical point of view offered by the chosen paradigm. Results and conclusion. According to the results, digital technology helped overcome physical challenges and enabled the student’s participation in their studies, but only to some extent. Individual unsuitability, limited functionality, lack of developmental sophistication and slow of use of aiding digital technology restricted studying and achieving digital equality. The results showed that digital technology enables much but can also create inequality if the aiding digital technology does not support individual challenges. The digitalization of education and the development of aiding digital technology should take account of the individual needs of the disabled to achieve educational equality and advance their employment opportunities.
  • Söderberg, Kirsi (Helsingin yliopisto, 2020)
    Tämän tutkimuksen tarkoituksena on ollut tutkia kemian opetuksen haasteita vaativan erityisen tuen luokissa opettajien kokemana. Luonnontieteiden ymmärrys on tärkeää yksilön tietoyhteiskunnassa täysvaltaisena jäsenenä toimimisen kannalta. Koulun tehtävänä on pyrkiä herättämään kiinnostus luonnontieteisiin ja ympäröiviin yhteiskunnallisiin aiheisiin. Opiskeluunsa tukea vaativien oppilaiden määrä on kasvussa samalla kun pienluokkia pyritään vähentämään. Tutkimustietoa erityisopetuksessa olevien oppilaiden saamasta kemianopetuksesta on kuitenkin vain vähän saatavilla. Tämän pro gradun tarkoituksena on koota tietoa tätä marginaaliryhmää opettavien opettajien kemian opetuksen kokemuksista. Tutkimus toteutettiin tapaustutkimuksena, jonka kohdejoukon muodostivat yläkoulun vaativan erityisen tuen piirissä oleville opiskelijoille kemiaa opettavat opettajat. Tutkimuksen aineisto on kerätty sähköisenä lomakekyselynä syys- ja lokakuussa 2020. Tutkimuksen tavoitteet määriteltiin tutkimuskysymyksittäin, jotka olivat: 1. Kokevatko opettajat kemian opettamisen mielekkääksi? 2. Mitä mahdollisuuksia ja haasteita kemian opetukseen liittyy? 3. Toteutuuko yhdenvertaisuus opetuksessa? Vastauksia saatiin 46 opettajalta. Tutkimuskysymykset analysoitiin laadullisen analyysin keinoin. Tutkimuksen hypoteesit ja niiden pohjalta luodut tutkimuskysymykset toivat esille merkittäviä haasteita vaativan erityisen tuen kemian opetuksessa. Kemian opiskelu koettiin yleisesti ottaen oppilaille hyödylliseksi erityisesti arjen ja ajattelun taitojen kehittymisen kannalta. Vastaukset kuitenkin osoittavat, että vaativan erityisen tuen oppilaiden kemian opetuksen resurssit ovat merkittävästi yleisopetuksen resursseja heikommat, minkä koetaan muodostuvan haasteeksi kemian opetukselle. Resurssien heikkous heijastui opettajien kokemaan opetuksen mielekkyyteen. Tulosten perusteella korostui myös aineenopettajien ja erityisluokanopettajien yhteistyön merkitys oppilaiden yhdenvertaisen opetuksen mahdollistajana. Oppilaat voivat saada yhdenvertaista, muiden ikäistensä tasoista kemian opetusta vain, jos vaativan erityisen tuen opetuksen edellytykset voidaan taata riittävällä tasolla kaikilla opetuksen osa-alueilla.
  • Kääriä, Mira (Helsingfors universitet, 2017)
    Objectives. The objective of this study was to develop a Easy to Read Survey of character strengths to be used with intensive special education students. With this survey and interviews this study examined the beliefs concerning strengths that the intensive special needs youth had. Theoretically this study is based on positive psychology and the VIA-philosophy of character strengths. The research done in the field of character strengths education in the context of intensive special education has been scarce. Assessment tools of character strengths suitable for Finnish intensive special education students have not been available. Character strengths education is one way to approach teaching intensive special education students focusing on their strong areas instead of their weaknesses. With this approach the learning environment of these students can be modified to better notice the student's individual qualities. By doing this, we can take another small step towards an inclusive school and society. Methods. This study utilized a mixed methods approach, and both qualitative and quantitative research methods were used. The first phase of the study included the modification of the survey of character strengths to answer to the needs of intensive special education students. In the second phase of the study the Easy to Read character strengths survey was piloted in an intensive special needs class. Eight youth aged 12-14 years participated in the piloting and interviews. One special needs class teacher and three classroom assistants that worked with the students were also asked to evaluate the character strengths of the eight students. In the qualitative analysis, the interview data was analysed using a narrative approach, and different types of beliefs concerning strengths were sought from the interview narratives. In the quantitative analysis, the data describing the youth's character strengths that was collected from three different sources (the survey, the adults' evaluation and the students' self-evaluation) was compared. Finally, the result of the narrative analysis and the quantitative analysis were combined, when the narrative belief types connection to the coherence of the results of the survey and the conformity of the different evaluations was examined. Results and conclusions. The analysis of the narratives found three types of beliefs concerning strengths. These types differed in how the youth saw the meaning of the character strengths in their lives, and what kind of situations the students thought the strengths were needed in. The quantitative analysis found, that when the beliefs were more personal, the different evaluations of the students' strengths were more consistent. Overall, the result of the study showed, that the Easy to Read survey of character strengths identified some of the signature strengths of the intensive special education youth. However, the modified and shortened survey is not equal to the original VIA-survey in accuracy. Nevertheless, the results of this study show that the Easy to Read survey of character strengths is a useful tool in assessing the character strengths of intensive special education youth.
  • Känkänen, Heidi (Helsingin yliopisto, 2020)
    The aim of this study was to determine what kind of employment skills students participating in training preparing for work and independent living (TELMA) can learn in social circus. Other goal was to identify what factors in social circus group support learning employment skills. Participants’ experiences and employment skills guided the analysis. Purpose of this study was to increase understanding about social circus and its suitability for improving the employment skills of students in TELMA-education. Earlier research has shown that social circus has an impact on the well-being of its participants. Taking part in the circus group has been found to increase the feeling of involvement and preventing social exclusion. This was qualitative, active research case study. Material was gathered by observing participants and with semi-structured interviews. Observations were made in social circus group for students in TELMA-education. Interviews were held for seven (7) of the students in the group and five (5) of the teachers and instructors. Phenomenological and content analysis were used to analyse the material. The results showed that the employment skills learned in social circus can be grouped into five categories: social and interaction skills, self-knowledge and self-regulation, physical skills, executive functions, and other skills. Learning of these skills can be affected by different student, method or circus instructor related factors.
  • Haaman, Tuija (Helsingfors universitet, 2016)
    Aims. The aim of this study was to examine the effects of Nele and Noa in Rainforest intervention on executive functions (EF) of children with intensive special education needs in the school context. The field of research of executive functions is wide and there is no generally accepted definition of executive functions. Previous studies indicate that executive functions play an important role in children's learning and academic performance processes. It is also possible to influence the skills of executive functions with different kinds of interventions. According to previous research, Nele and Noa in Rainforest intervention has demonstrated positive effects on generally supported children's executive functions, but its effectiveness has not been studied on children with intensive special education needs. Children with intensive special education needs have been found to have various challenges in EFs. Interventions aiming to improve EF skills are therefore being called for. Methods. The study involved a total of 57 pupils, aged 5-13years, with intensive special education needs from seven different classes of extended compulsory education. The children were split in two groups. The experimental group (n = 31) performed individual tasks and played the pair and small group games of Nele and Noa in Rainforest intervention while the control group (n = 26) attended school normally and participated in the intervention only after the research data was collected. Intervention continued for six weeks and the experimental group participated in the intervention exercises three times a week. Children's executive function skills were assessed using ATTEX, Attention and executive function rating inventory. Analyses were done with non-parametric analyses, like Mann-Witney U-test and Wilcoxon signed rank test. Results and conclusions. There was a slight positive development of executive function skills in the experimental group in all areas of ATTEX during the intervention, but the results were statistically significant only in the skills of motor hyperactivity and EF – evaluation. The effect sizes of the intervention were medium-sized on total score, shifting of attention and EF -evaluation. The results suggest that it is possible to develope EFs on children with intensive special education needs with the intervention. However, based on this study, it is not possible to draw general conclusions on the effectiveness of the intervention for the EF skills and it calls for future research to investigate the effectiveness of intervention, for example, with a variety of indicators.
  • Suursalmi, Tiia (Helsingin yliopisto, 2017)
    Aims. The aim of this study was to evaluate the process of Nele and Noa in rainforest - intervention and to examine the influence of the implementation on executive function skills (EF) on children with intensive special education needs. Executive function skills play an important role in different parts of life. According to previous research children with intensive special needs have difficulties on executive function skills, but there are different methods to support these skills. Nele and Noa in rainforest-intervention contains individual tasks and pair -and small group games which support EF skills. Previous research shows that the effectiveness of intervention is influenced by duration and intensity of the program and the program needs to be properly and accurately implemented. The way intervention is carried out has an influence on executive function skills, so it is important to study this issue on this research too. Methods. This study involved a total of 26 pupils with intensive special education needs, who were in an experimental group in the Nele and Noa in rainforest –intervention program. The experimental group performed individual tasks and played the pair and small group games of Nele and Noa in rainforest –intervention three times a week for six week period. Individual information about the intervention progress was collected on a form and executive function skills were tested on a computer based Modified flanker task –test before and after the intervention. Implementation of the intervention was analyzed with SPSS-program and comparisons between groups were analyzed with Mann-Whitney U -and Kruskalin-Wallis tests. The effects of intervention on executive function skills were analyzed with regression analysis. Results and conclusions. There were great individual differences in time use and in the amount of sessions completed. Comparisons between groups showed that the integration group and higher grade-levels performed statistically significantly more tasks and games and they made more difficult tasks and games than other groups. Reaction time in shifting developed statistically significantly in the experimental group. The amount of pair and small group sessions influenced positively on this section of executive functioning, but the time consumed on pair and small group games and the amount of easy games influenced negatively on reaction time in shifting. As can be noticed, methods of implementation can influence on EF, but general conclusion cannot be drawn based on this study.