Discourses on educational support in the context of general upper secondary education

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http://hdl.handle.net/10138/316279

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Niemi , A-M & Laaksonen , L M 2020 , ' Discourses on educational support in the context of general upper secondary education ' , Disability & Society , vol. 35 , no. 3 , pp. 460-478 . https://doi.org/10.1080/09687599.2019.1634523

Title: Discourses on educational support in the context of general upper secondary education
Author: Niemi, Anna-Maija; Laaksonen, Linda Maria
Contributor: University of Helsinki, Social studies in Urban Education (SURE)
University of Helsinki, Social studies in Urban Education (SURE)
Date: 2020-03-15
Language: eng
Number of pages: 19
Belongs to series: Disability & Society
ISSN: 0968-7599
URI: http://hdl.handle.net/10138/316279
Abstract: After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we examine how the needs of support are discussed in general upper secondary education, and what kinds of meanings they get in a school’s everyday practices. The article is based on an ethnographic study of educational support, study counselling and societal inclusion. Our analysis highlights the school’s study culture as strongly academic, where diverse support practices are not part of the picture. The current resources shape support as an individual and separate addition to general teaching, even though, according to education policy aims, support should be communal and inclusive.
Subject: General upper secondary education
educational support
special needs education
discourse
self-responsibility
ethnographic research
DISABILITY
STUDENTS
SCHOOL
CLASSIFICATION
INCLUSION
516 Educational sciences
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