I-VETTarto workshop February 3-4
Finnish perspective on inclusive education in VET
INCLUSIONSEGREGATION INTEGRATION
Vocational Special Colleges
Profession of Special Needs Teacher
Internal and external networking
Challenges:- Change of institutions- Attitudes- Development of Learning Environments- Change of Teaching Staffs Roles- What Happens to Small Groups?
Structure of Special Needs Education in VET Colleges
TOWARDS INCLUSION
Administrative level Responsibility issue
National level The Strategy for Inclusive Education in VET- Definition of policy
Regional /local planning - Co-ordination of SEN – Plans, regional strategies (case Pirkanmaa)
College level planning SEN – Action Plan of the VET College- Co-ordination - Budget frame
Implementation Identification of special needs, individualized planning, support and teaching
Institutional Strenghts: Systematic planning
Institutional Strengths: Transition phase
Basic Education
Further Education
(VET & Upper
Secondary)
Preparatory Training and Guidance for Vocational Education
Other options
Pre-Vocational Education
Working Life
Workshops
Voluntary Additional Basic Education
General Objectives of Vocational Education and Training
knowledge and skills necessary for vocational competence and employment
support for personal growth and citizenship
knowledge and skills needed in further studies and in life-long learning
Vocational special needs education and training is designed for studentswho require special support with their studies due to disability,illness, delayed development or for some other reason. Students with special needs are supported with various pedagogical means and with student welfare services during their studies. The objective is to support their studies and help them qualify for an occupation.
Instruction is planned and provided for both young people andadults, respecting each student’s individual needs as much as possible.
An individual educational plan is always drawn up for eachStudent with special needs. The objectives of qualification-oriented uppersecondary VET programmes may also be adjusted as required.
SNE in Vocational Colleges
Definition of SEN
Students have a learning difficulties if they:
a) have a significantly greater difficulty in learning than the majority
of students of the same age; or
b) have a disability/special need which prevents or hinders them from making use of educational facilities of a kind generally provided for students of the same age in colleges
Additional support is provided for students who need support temporarily or who require special-needs education for other reasons
Focus on the early recognition of learning difficulties and early intervention
The primary goal is to support the students in their studies so that they can achieve the goals of the general curriculum
Identification of special needs
-Interviews -Observations
Identification of special needs- tests
- assessmant methods - learning styles
Other information-e.g. compulsory education
Vocational skills
Strenghts of the student
IEP
Multiprofessional Co-Operation in VETINTERNAL NETWORK EXTERNAL NETWORK
Student’s guidance• curator• councelor• special education
teacher• health-nurse• psychology• dormitory
attendant• director• vice director
Social workers
Health care
Employment services
Vocational colleges
Working places
Others
A teacher
A student
Family
Terms of Inclusiveness Ideological change in school-climate
Competences of teachers
Competences of leaders
New way of organizing work
New way of leading◦ Multiprofessionalism◦ Teamwork, co-operation in different levels◦ Working in networks
Vocational teachers Pedagogical skills- can recognise the need for support
- can evaluate the tasks of their own field from the viewpoint of special support
- can individualise their skills and guidance
- can diversify labour intensive learning environments
Collaboration and network skills- can work in groups, teams and networks which promote the learning process of a student
who requires special support
- can collaborate with the other experts and teachers in the educational institute for the benefit of a student requiring special support
- can collaborate with the representatives of the working life to promote the learning and employment of a student requiring special support
Special education teachers Pedagogical skills - can analyse various aspects which hinder learning
- can organise and develop special support in various learning environments
Collaboration and network skills - can organise and promote useful networking for both the educational institution and a
student requiring special support
- can develop the collaborative actions of the educational institution
- can support teachers in organising special support
Management skills- can develop the guidance and support services together with the other actors
- can develop the administrational processes regarding organising special support
Other guidance staff(guidance counsellors, instructors, professionals) Pedagogical skills - can recognise the need for support
- can invidualise their guidance
Collaboration and network skills - can carry out guidance in pairs and as a member of a group
- can work in groups and networks which promote the learning process of a student requiring special support
Management Management skills- can develop strategic guidelines from the viewpoint of organising special support
- can develop and promote accessible and inclusive educational institution culture
- can create and resource multi-professional collaboration models for the educational institution
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Competences of Vocational SNE Teachers
- competence of vocational special needs pedagogy - competence of ethics - competence of interaction - competence of developing and influencing - competence of co-operation in working communities and working life
Some examples:
-Same challenges as in vocational education in general, (internationalisation, ‘on-the-job-learning’, skills demonstrations, web-based learning… etc.)
-Prevention of drop outs and education of whole age cohorts including students with severe and complex learning difficulties
-Transition phases of students (school to school/working life)
-Development of more inclusive vocational education in structures, pedagogy and practices and changing roles of staff within inclusive settings
- Individual approaches, networking, cooperation, consulting
- ‘Diversity of diversity’, multiculturalism
-Special needs education in adult education
Challenges for inclusive education in VET