Transcript Ei dian otsikkoa - Helsingin yliopisto

Upper
secondary
level
9th grade
SPECIAL SUPPORT IN
EDUCATION
Finland in Pisa-studies, reasons behind the results 12th Sept 08
[email protected], University of Helsinki
GOOD START
SUPPORTED TRANSITION
PERIODS
PEDAGOGICAL RELATIONSHIP
EQUAL OPPORTUNITIES
PARENTS
TEAM WORKING:
BASIC EDUCATION AND PARTTIME SPECIAL EDUCATION
EXPERTISE
STUDENT WELFARE GROUPS,
MULTI-PROFESSIONAL, IN
EVERY SCHOOL
2
Official special education decision
Inclusion, integration
Segregation
All action in
School-psychologist: tests
cooperation with
and evaluation
parents
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
Support & consultation process in the Finnish schools
SPECIAL ED: CLASS
3
MEMBERS OF SWG
School Principal, chair of the group
School Psychologist
School Nurse
Plans, organizes, evaluates.
Meets 2-4 times/month.
Special Ed. Teacher
• Acute problems
And according to the topic:
• During the school year discusses the
situation of every class (= all the
pupils); supports teachers, parents
Class Teacher
Social Worker
Main target: physical and
psychological well-being of pupils,
successful learning,
good learning environment
Student Advisor
4
Time period ”PISA students” were in basic education
Official special education placement referrals
Part-time special education
5
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)
6
age
16
15
Transition periods
14
13
12
11
10
9
8
7
6
grade
10
9
8
7
BASIC
EDUCATION
6
5
4
3
2
1
Preschool
7
During fall semester
spec.ed. teacher & class teacher work as a
team (flexible groupings, learning & socioemotional support, screenings, observations)
GOOD
START
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
Transition from
Preschool to 1st
grade
Afternoon clubs for 1st & 2nd graders
Shorter working hours for one parent
(6 hours) for the first school-year of child
Meetings with parents
Multi-professional meetings, information sharing
Child’s portfolio & screenings (speech, social, motor…)
In preschool spring: visit to school
8
Common understanding about
developmental variation.
During the two first schoolyears it is especially taken into
account
by differentiating:
• learning materials
• tasks
And by remedial teaching &
part-time special education
girl 8 years old
boy 8 years old
9
SIMULTANEOUS TEACHING
SMALL GROUP
TEACHER TEAM
Official special
education decision,
ILP
INDIVIDUALLY
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
11
PART-TIME SPECIAL EDUCATION
Focus especially on
reading development
Self-image
as a learner
&
as a reader
12
1st graders in flexible groups.
”Reading hour”, everyone can
choose what to read,
but the level of difficulty is
chosen by the teachers.
13
Writing process of a first-grader
norsu = 'an elephant'
See how the rotated uppercase letter
R turns step by step into a lowercase r
14
PART-TIME
SPECIAL EDUCATION
• social skills
• working & learning
habits
GROUP DYNAMICS
CO-OPERATIVE LEARNING
15
In upper levels:
Focus on motivation,
Learning strategies,
Foreign language,
Math
16
TEACHING
Learning
needs
Emotional
&behavioral
needs
Preventative
Rehabilitative
Periodical/
Continuous
SUPPORT IN
CLASSROOM
IN SMALL
GROUP
INDIVIDUALLY
SPECIFIC
INTERVENTION
PROGRAMS
l
i
g
h
t
e
r
m
o
r
e
i
n
t
e
n
s
i
v
e
17
CONSULTATION
THE WHOLE
SCHOOL
LEARNING
SITUATION
GENERAL
SITUATION OF
STUDENTS
SCREENINGS,
TESTS,
OBSERVATION,
INTERVIEW
CLASS
INTERVENTIOS
SITUATION OF
INDIVIDUALS WITH
SP.ED.NEEDS
DEV. OF
CURRICULUM AND
SCHOOL CULTURE
in order to
minimaze
need for sp.ed.
LEARNING
ENVIRONMENT
MODIFICATION
EXPERTISE OF PARTTIME SP.ED.
-theoretical
-methodological
SELECTION TO SPECIAL
NEEDS EDUCATION,
PRIORITIZATION, IN COOP WITH SWG
INDIVIDUAL LEARNING
PLANS
ORGANIZATION OF SP.
EDUCATION FOR
STUDENTS HAVING /
NOT HAVING OFFICIAL
SP.ED. DECISION
18
City / municipal level
CITY
SCHOOL
BOARD &
OFFICE
Class level
School level
MULTIPROFESSIONAL
NETWORKS
(social services, family
counceling centers,
hospitals, therapists etc.)
SCHOOL
LEADERSHIP
Student level
flexible change there and back
STUDENT
WELFARE
GROUP
CLASS AND
SUBJECT
TEACHERS
PARENTS
STUDENT
T
T
LEVEL
CONSULTATION
KONSULTOINTI
THE WHOLE
OMAN
KOULUN
SCHOOL
OSAAMINEN
LEARNING
OSA-AIKAISEN
EXPERTISE
OF PARTERITYISOPETTAJAN
TIME SP.ED.
ERITYISOSAAMINEN
OPETUSf
TEACHING
r
o
m
l
LUOKKATUKI,
i
SUPPORT
IN
samanaik.op.,
g
SITUATION
CLASSROOM
eriyttäminen,h
TESTIT,
OPPILAIDEN
TESTS,
työparitoiminta,
t
HAVAINNOINTI,
ennalta
OBSERVATION,
GENERAL
YLEISTILANNE
ryhmittely
e
Learning
INTERVIEW
ehkäisevä/
SELECTION TO SPECIAL
SITUATION OF
r
HAASTATTELU
needskuntouttava
ERITYISOPETUKSEEN
NEEDS
EDUCATION,
STUDENTS
SMALL
PIENRYHMÄ(...1.lk
VALIKOITUMINEN,
t
PRIORITIZATION,
IN
COYKSITTÄISTEN
GROUP
ERITYIS- o
Emot.
&
alkukartoitus,
PRIORISOINTI
OP WITH SWG
CLASS AND
OPETUS
Behav.periodi tai
ERITYISyhteistyössä OHR
SITUATION OF
matematiikka,
GROUP
Needs pitkäi
INDIVIDUALS
INTERVENTIOS
OPPILAIDEN
äidinkieli, sos-emo,
INDIVIDUAL LEARNING
YKSILÖLLI-n
HAVING SP.ED
aikainen
t
motivaatio...) PLANS
TILANNE
Prevent
INDIVIDUAL
NEN ERITYISNEEDS
e
Rehab
OPPIMISSUUNNITELMA
OPETUS n
tuki
LEARNING
TAI HOJKS
DEV. OF
s
oppimisENVIRONMENT
ORGANIZATION
OFOHR
SP.
CURRICULUM
AND
yhteistyössä
OPS-työ
ja koulun
i
Periodical/
MODIFICATION
vaikeuk- SPECIFIC
EDUCATION FOR
SCHOOL IN ORDER
v
continuous
INTERkeh.
erityisop.
sissa
STUDENTS HAVING /
e
TO MINIMAZE
täsmäkuntoutus
VENTION
tarpeen
NOT HAVING OFFICIAL
NEED FOR SP.ED.
PROGRAMS
INTEGROITUJEN
JA
SP.ED.
DECISION
yleistuki
minimoimiseksi;
MUIDEN
erit.kunt.ohjelTHE DOUBLE ROLE OF SP.ED TEACHER:ERITYISOPPILAIDEN
CONSULTANT – TEACHER (sos-emo,
er.opetuksen
19
motivaatio
-theoretical
-teoriatieto
SEULONNAT,-methodological
-menetelmätieto
SCREENING,
MEETING FAMILIES:
-empowerment
-self-determination
-dialogue
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Reason: Child
1. CRISIS
Reason: Circumstances
2. STRESS IN FAMILY
DEVIANT FAMILY
Emotions,
attitudes Pathological emotions of
parents
Acceptance of child
Adaptation theories
Crisis and phase theories
Action,
behavior
3. PROBLEMS IN FAMILY
4. COPING EVERYDAY LIFE
ORDINARY FAMILY
Worry about coping
Balance of everyday
Family systems theories
Ecological systems theory,
ecocultural theory
(Määttä1999)
21
22
From
symptoms,
syndromes,
difficulties,
behaviors
of individual
More to systemic view:
factors
in learning
environment,
context,
teaching,
atmosphere,
school culture
23