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SPECIAL SUPPORT IN EDUCATION Finland in Pisa-studies, reasons behind the results 12th Sept 08

Upper secondary level. 9th grade. SPECIAL SUPPORT IN EDUCATION Finland in Pisa-studies, reasons behind the results 12th Sept 08. helena.thuneberg@helsinki.fi, University of Helsinki. GOOD START SUPPORTED TRANSITION PERIODS PEDAGOGICAL RELATIONSHIP EQUAL OPPORTUNITIES

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SPECIAL SUPPORT IN EDUCATION Finland in Pisa-studies, reasons behind the results 12th Sept 08

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  1. Upper secondary level 9th grade SPECIAL SUPPORT IN EDUCATIONFinland in Pisa-studies, reasons behind the results 12th Sept 08 helena.thuneberg@helsinki.fi, University of Helsinki

  2. GOOD START SUPPORTED TRANSITION PERIODS PEDAGOGICAL RELATIONSHIP EQUAL OPPORTUNITIES PARENTS TEAM WORKING: BASIC EDUCATION AND PART- TIME SPECIAL EDUCATION EXPERTISE STUDENT WELFARE GROUPS, MULTI-PROFESSIONAL, IN EVERY SCHOOL GOOD LEADERSHIP PSYCHOLOGICAL WELL-BEING FOCUS ON PROCESS

  3. Official special education decision Inclusion, integration Segregation All action in cooperation with parents School-psychologist: tests and evaluation still problems? Individual Learning Plan School Welfare Group: plans, organization, follow-up Part-time special education Spec.ed. teacher consultation, assessment still problems? Remedial teaching by class teacher problem identification BASIC EDUCATION, differentiation SPECIAL ED: CLASS Support & consultation process in the Finnish schools

  4. MEMBERS OF SWG The Student Welfare Group School Principal, chair of the group School Psychologist • Plans, organizes, evaluates. • Meets 2-4 times/month. • Acute problems • During the school year discusses the situation of every class (= all the pupils); supports teachers, parents • Main target: physical and psychological well-being of pupils, successful learning, good learning environment School Nurse Special Ed. Teacher And according to the topic: Class Teacher Social Worker Student Advisor

  5. Time period ”PISA students” were in basic education Official special education placement referrals Part-time special education

  6. PART-TIME SPECIAL EDUCATION YEAR 2004-05 Grades 7-9: 16% of total 7-9 graders (Main reason: Foreign language & math) Grades 1-6: 25% of total 1-6 graders (Main reason: Reading and writing) Preschool: 21% of total preschoolers (Main reason: Speech and language)

  7. age grade 10 16 9 15 8 BASIC EDUCATION 14 Transition periods 7 13 6 12 5 11 4 10 3 9 2 8 1 7 Preschool 6

  8. GOOD START During fall semesterspec.ed. teacher & class teacher work as a team (flexible groupings, learning & socio-emotional support, screenings, observations) Student welfare group focus: 1st graders ”Soft start, landing”, shorter schooldays for first weeks -> only half class in part of the schoolday (class size <25 pupils) 1st grade Afternoon clubs for 1st & 2nd graders Shorter working hours for one parent (6 hours) for the first school-year of child Transition from Preschool to 1st grade Meetings with parents Multi-professional meetings, information sharing Child’s portfolio & screenings (speech, social, motor…) In preschool spring: visit to school

  9. Common understanding about developmental variation. During the two first school-yearsit isespecially taken into account by differentiating: • learning materials • tasks • And by remedial teaching & part-time special education girl 8 years old boy 8 years old

  10. SIMULTANEOUS TEACHING SMALL GROUP TEACHER TEAM Official special education decision,ILP INDIVIDUALLY

  11. INDIVIDUAL LEARNING PLAN (ILP) • general syllabus or individually adjusted • in one or more school subjects • according to the interview of child, parents, teacher, SWG • observation, screening, test results • CONTENTS: • background • student’s strengths • academic and social goals • class-room: methods and learning environment, materials • special educational support • general support (school assistant,specific materials,transportation..) • responsibilities of student, home, school other actors • follow-up

  12. PART-TIME SPECIAL EDUCATION Focus especially on reading development Self-image as a learner & as a reader

  13. 1st graders in flexible groups. ”Reading hour”, everyone can choose what to read,but the level of difficulty is chosen by the teachers.

  14. Writing process of a first-grader norsu = 'an elephant' See how the rotated uppercase letter R turns step by step into a lowercase r IMPORTANT: EMPHASIS ON LEARNING PROCESS INSTEAD OF MISTAKES OR END PRODUCTS

  15. PART-TIME SPECIAL EDUCATION • social skills • working & learning habits GROUP DYNAMICS CO-OPERATIVE LEARNING

  16. In upper levels: Focus on motivation, Learning strategies, Foreign language, Math

  17. MEETING FAMILIES:-empowerment-self-determination-dialogue

  18. Reason: Child Reason: Circumstances Emotions,attitudes Action, behavior (Määttä1999)

  19. Parent questionnaire 2nd question: Hopes for school? Two answers

  20. TWO POINTS OF VIEW More to systemic view:factorsin learning environment,context,teaching,atmosphere,school culture • From symptoms, syndromes,difficulties,behaviorsof individual

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