Main Content
Session Information
04 SES 07 B, Social Participation
Paper Session
Contribution
Part-time special education is a particular feature of the world-famous Finnish school system (e.g. Jahnukainen, 2011; Kivirauma & Ruoho, 2007). From international and inclusive perspective, it is a means to support students with learning disabilities in general education. It can be considered an easy-access service as approximately 17% of secondary school students (grades 7–9) use it every year (Statistics Finland, 2011), usually to study one or two subjects in a small group. Nevertheless, part-time special education rarely appears in educational research as the focus or context of the study.
Both the large-scale questionnaires regarding, for example, students’ perceptions on school environment (Haapasalo, Välimaa, & Kannas, 2010) or critical incidents in their school career (Pyhältö, Soini, & Pietarinen, 2010), and school ethnographies with more detailed descriptions on students’ school life (e.g. Lahelma, 2002; Lahelma 2004) illustrate that secondary students’ school experiences gather around two major themes: teacher-student relationships and students’ peer relations. The studies done on the school experiences of students with special needs in Finland (e.g. Jokinen, 2012; Kivirauma, 1995) are limited to special class settings. In sum, we know little about part-time special education as experienced by students. This study aims at correcting this lacuna in our knowledge by exploring the school experiences of students who attend part-time special education. In particular, this study will address two questions: 1. What stories those students tell and live by? 2. Do the students live different stories in and out of classroom?
Method
Expected Outcomes
References
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass. Clandinin, D. J., Huber, J., Huber, M., Murphy, M. S., Orr, A. M., Pearce, M., & Pinnegar, S. (2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. London: Routledge. Haapasalo, I., Välimaa, R., & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54(2), 133-150. Jahnukainen, M. (2011). Different strategies, different outcomes? The history and trends of the inclusive and special education in Alberta (Canada) and in Finland. Scandinavian Journal of Educational Research, 55(5), 489-502. Jokinen, K. (2012). Opintie pienluokan kautta: Peruskoulun alkuopetuksen pienluokkatoiminnan arviointia. [Evaluation of the special class activities in primary education] Jyväskylä: University of Jyväskylä. Kokkola Chydenius. Kivirauma, J. (1995). Koulun varjossa: Entiset tarkkailuoppilaat kertovat koulukokemuksistaan. [In the shadow the the school. School experiences of former special class students.] Jyväskylä: University of Jyväskylä. Kivirauma, J., & Ruoho, K. (2007). Excellence through special education? Lessons from the Finnish school reform. International Review of Education, 53(3), 283-302. Lahelma, E. (2002). School is for meeting friends: Secondary school as lived and remembered. British Journal of Sociology of Education, 23(3), 367-381. Lahelma, E. (2004). Tolerance and understanding? Students and teachers reflect on differences at school. Educational Research and Evaluation, 10(1), 3-19. Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders. European Journal of Psychology of Education, 25(2), 207-221. Statistics Finland. (2011). Special education. http://tilastokeskus.fi/til/erop/2010/erop_2010_2011-06-09_tau_005_fi.html Printed 24.10.2012.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
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Network 14. Communities, Families and Schooling in Educational Research
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Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
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Network 25. Research on Children's Rights in Education
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Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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