TY - JOUR
T1 - Discourses on educational support in the context of general upper secondary education
AU - Niemi, Anna-Maija
AU - Laaksonen, Linda Maria
PY - 2020/3/15
Y1 - 2020/3/15
N2 - 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.
AB - 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.
KW - General upper secondary education
KW - educational support
KW - special needs education
KW - discourse
KW - self-responsibility
KW - ethnographic research
KW - DISABILITY
KW - STUDENTS
KW - SCHOOL
KW - CLASSIFICATION
KW - INCLUSION
KW - 516 Educational sciences
U2 - 10.1080/09687599.2019.1634523
DO - 10.1080/09687599.2019.1634523
M3 - Article
SN - 0968-7599
VL - 35
SP - 460
EP - 478
JO - Disability & Society
JF - Disability & Society
IS - 3
ER -