Competence in Guidance And Special Pedagogy (Webinar 6)

Date: (29-11-2023)

By: Abeeda Khan

In this blog post  I will share my thoughts on the topic mentioned above. All the key questions and points were discussed by the different group members with the collaboration of each other. Though a few of our peers could'nt  join the webinar due to some personal reasons. But all the participants shared their useful knowledge about the topic and our respected tutors also guided us at some points. To move forward, I would start from the part of webinar that was done by me.

Key questions:

  1. What does the inclusion means in practice?
  2. What does the concept of accessibility means in educational context?
  3. What is a pedagogically accessible environment?                                                   
In my presentation I shared my knowledge (that was collected through my own research, my group fellows' help and some links provided by tutors) about inclusivity, accessibility and accessible study environment.

First of all I would like to describe inclusivity briefly in a few points.

  • Inclusivity in pedagogy is grounded in culturally responsive teaching. It honors and respects all individuals in the classroom and recognizes that everybody can learn from each other.
  • Inclusive pedagogy embraces cultural differences, constructs welcoming environments for sharing cultural perspectives.
  • Inclusive learning supports all learners regardless of their gender, race, capabilities and level of intelligence.

In a nutshell, inclusivity in education means that each individual's needs are taken into account and that all learners/students participate and achieve together.

To make it promising and progressive, a teacher should create a welcoming (where the knowledge, thoughts, learning styles, capabilities and learning pace regardless of their culture, ethnicity and backgrounds) and inclusive study environment by adapting different teaching methods according to the needs of students. (for example: explicit instructions, cognitive and metacognitive strategies, flexible grouping, scaffolding, using technology)

Then comes accessibility that is somehow related to the previous question. That the knowledge and information that is being shared by the teacher is accessible for all the students. Each individual can understand and learn from that given knowledge. Every individual is different in their learning. Some people are fast learner while other are slow. Some have different learning styles and other would prefer a different learning strategy. Similarly some students could have a medical issue, for instance, hearing problem or the vision problem. All these points should be taken into account while considering about accessibility. 

Accessible education is a process of designing courses and developing a teaching style to meet the needs of people from a variety of backgrounds, abilities and learning styles.

In addition, to promote an accessible study environment these principles of UDL (Universal Design for Learning) are quite helpful.

  • Provide different means of presentation
  • Provide options for students expression
  • Vary student engagements

Furthermore, accessibility is also about the material and information provided by an institutes on different official websites for their convenience. Every student should have access to that. 

The next task was done by other group members and they defined about support to a student with special needs , as a vocational/professional teacher.

A short definition for vocational special education is:

"Vocational special education is intended for learners needing extra teaching or student support services due to disability, illness, delayed development, emotional difficulties or other reasons, using special teaching.”

                                                                                          (Definition by: JAMK University)

Source:    https://oppimateriaalit.jamk.fi/seninvet/vocational-special-needs-education/structure-of-vocational-special-education/

Early intervention and sufficient support are cornerstones of Finnish education. 
According to the national core curriculum, everyone is entitled to general support which is seen as natural part of everyday teaching and learning process. For instance, about 30% of all learners get individual support and guidance through part-time special education, even when the students are at the general support tier.

Moreover, highlighted by the European Agency for Special Needs and Inclusive Education (2018), it is the duty of state-owned special schools to establish basic education and the related rehabilitation, curricula, teaching and rehabilitation methods, teaching aids and learning materials; implementation of guidance and information services for learners at other schools, their parents or guardians, teachers and other staff, steer the preparation of education and rehabilitation plans and promote learners’ transition into further study, working life and society.
 To support the students with special needs, teachers should follow these steps:
  • Take the teaching group, as well as the different abilities and needs of each student into account while developing and providing instructions.
  • Be open to interacting with their environments.
  • Apply both pedagogical and social knowledge and skills to work together when solving problems at school.
  • Cooperate with parents and guardians, other teachers and staff members and different experts.
  • Guide students to recognize their own resources, learning-related strengths, and development challenges.
  • Handle tasks relating to guidance, counselling, and pupil welfare.
  • Develop individual education plan (IEP) to provide best suitable support for each student with special education needs.   
Members from third group gave a rundown of student welfare services in vocational and higher education. Though this topic revolves around rest of the topics mentioned above (inclusivity, accessibility, student support).
Student welfare services refers to all the services aimed at promoting and maintaining good learning, mental and physical health and social well-being of students, as well as activities that improves their conditions in the school and educational institution community.
Academic dimensions of student's welfare and support are, program rigor support, academic advising services, departmental academic tutoring service, leveraging technology and regulated AI.
Non academic dimensions of student's welfare and support are extracurricular activities, counseling services, a range of support services, social inclusive practices and faculty support scheme.
Student welfare refers to an operating culture that promotes student's learning, health and well-being, social responsibility, interaction, participation and environmental health, safety and accessibility.
To elaborate further, everyone who works in an educational institution has an obligation to promote the well-being of students and the entire school and educational institution community, as well as cooperation with guardians.
Community student welfare is implemented according to the study care plan specific to the school or educational institution.​

The planning, development, implementation and evaluation of community work is the responsibility of the school or educational institution-specific study care group.​Groups, classes, the study environment and the school or educational institution community can be discussed from the perspectives of, for example, atmosphere, work peace, bullying, well-being, health or inclusion.​The group's composition (e.g. students, guardians or external partners, experts), tasks and operating methods are decided locally.​

Apart from that, other services teacher can use to support students are following:
  1. Celebrate each student’s strengths and talents.​
  2. Teach with awareness of and sensitivity to trauma. 
  3. Provide a safe space for talking and listening.
  4. Give students freedom to make mistakes.​
  5. Make the most of your partnership with paraprofessionals.​
  6.  Carve out more time to collaborate
  7. Help students make personal connections with the curriculum.​
  8. Encourage different types of participation.​
  9. Give students more chances to engage and respond.​
  10. Provide regular feedback-both corrective and affirmative​. 

References

  • Finnish National Agency for Education. https://www.oph.fi/fi/koulutus-ja-tutkinnot/opiskeluhuolto​
  • University of Helsinki. https://www.hel.fi/en/childhood-and-education/vocational-education-and-training/support-for-wellbeing-and-learning/student-welfare-services-in-vocational-education​
  • Terveyden Ja Hyvinvoinnin Laitos. https://thl.fi/fi/web/lapset-nuoret-ja-perheet/sote-palvelut/opiskeluhuolto
  • European Agency for Special Needs and Inclusive Education 2018 Systems of support and specialist provision | European Agency for Special Needs and Inclusive Education (european-agency.org)
  • Kryszewska, H. (2017) Teaching Students with Special Needs in Inclusive Classrooms Special Educational Needs, ELT Journal, Volume 71, Issue 4, Pages 525-528, https://doi.org/10.1093/elt/ccx042
  • Ranjeeta 2018 Teaching strategies for learners with special educational needs. National Journal of Multidisciplinary Research and Development Volume 3; Issue 1; Page No. 696-698. Retrieved from https://www.researchgate.net/publication/331382895_Teaching_strategies_for_learners_with_special_educational_needs 
  • 9 Tips for Teaching Students With Dyslexia – By Europass (teacheracademy.eu)
  • https://www.european-agency.org/country-information/finland/systems-of-support-and-specialist-provision
  • https://opiskelijanopas.humak.fi/?page_id=9834&lang=en
  • https://educlusterfinland.fi/promoting-inclusive-learning/
  • https://tilt.colostate.edu/prodev/teaching-effectiveness/tef/inclusive-pedagogy/ip-pedagogical-practices/
  • https://www.uwasa.fi/en/students/accessible-studying
  • https://inclusivepedagogy.uchicago.edu/advanced-strategies/promote-accessible-learning-spaces
  • https://www.oamk.fi/opinto-opas/en/welfare/equality
  • chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://esok.fi/hankkeet/oho-hanke/julkaisut/accessibility-criteria
  • https://opiskelijanopas.humak.fi/?page_id=9834&lang=en


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