Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen

    Forskningsoutput: AvhandlingDoktorsavhandlingSamling av artiklar

    Sammanfattning

    The study focuses on special needs education after basic education, particularly in the context of pre-vocational and vocational education and training. It analyses the positions of young people and the formation of their educational paths and choice-making. The starting point of the study is to consider the definitions given to the concepts of ‘special’ and ‘special educational needs’. I ask, 1) how are ‘special educational needs’ and students’ positions defined in pre-vocational and vocational education and training; 2) how are young people’s educational paths, choices and subjectivities constructed in the practices of special needs education; and 3) how do different pedagogical practices restrict or enable participation in learning and studies of students regarded as having special educational needs? The study is positioned in the fields of sociology of education, disability studies, youth studies and gender studies. It includes five articles and a summary chapter. Methodologically, the study is multi-sited ethnographic research, contextualised in current education policy. The research data derives from two institutes of vocational education and training, while observing Metalwork and Machinery classes and Preparatory Training classes for disabled students over a six-month period. The data consist of interviews, field notes and education policy documents. In addition, the data also include life-historical interviews with 27 young adults as part of the ‘Equality is Priority’ research project.My analytical approach is ethnographic and discursive. The practices of vocational education were found to be balanced between an inclusive education discourse and an individual, medical orientation that focuses on the identification of (special) needs. Visible both in the everyday life of vocational education and in education policy documents were, on the one hand, support for inclusive education, and on the other, a tendency to seek assurance from special needs statements and diagnoses. Many of the young people and professionals interviewed in the study interpreted the segregated arrangements of special needs education and the definition of ‘special needs’ itself as stigmatizing. Combining the support needed by each student with general teaching was suggested as a pedagogic practice to combat stigmatization.
    Structural factors associated with the education system – such as study field-specific entrance requirements, educational content, pedagogic practices and available support in each field – influence how students regarded as having special education needs are admitted and become attached to vocational education. For many young people applying and being accepted into upper secondary education seems to be complex and challenging. When addressing their own educational hopes and negotiating the options offered in study counselling, many did so in various roundabout ways. I propose that educational choices be seen as processes where young people shape their subjectivities and create spaces for their agency while negotiating the guidance offered by professional adults. The study suggests that in order to develop education in line with the objectives of an inclusive education policy, stereotypical definitions and meanings of ‘special needs’ and ‘disability’ should be constantly re-considered and questioned.
    Bidragets titel på inmatningsspråkSpecial educational paths?: A study on the practices of special needs education after basic education
    Originalspråkfinska
    UtgivningsortHelsinki
    Förlag
    Tryckta ISBN978-951-51-0315-4
    Elektroniska ISBN978-951-51-0316-1
    StatusPublicerad - 2015
    MoE-publikationstypG5 Doktorsavhandling (artikel)

    Vetenskapsgrenar

    • 516 Pedagogik

    Citera det här