INCLUSIVE VOCATIONAL EDUCATION – CHALLENGES AND POSSIBILITIES

Hanna Ilola

School of Vocational Teacher EducationFinnish Educational Structure and

Teacher EducationSpecial know-how and counseling, ESF-

project

How do we define inclusive educationInclusive education and Competences of

TeachersTerms of Inclusiveness in a Vocational

SchoolRegional Strategy Supporting Inclusive

Education

Teacher Education in FinlandAt academic universities

general educationAt universities of applied sciences

vocational and professional education and training

Funded by the state.

Vocational teacher education institutions in Finland

Hämeenlinna

Helsinki

Jyväskylä

Oulu

Tampere

School of Vocational Teacher Education in Tampere

260 student places:an extensive network of partners

in Finland and abroadone of five vocational teacher

education institutions in Finlandwe train professional educators ,

special needs educators and future specialists for universities of applied sciences, vocational schools and vocational adult education centres.

Admission requirementsVocational Teacher EducationThe applicant must havea relevant university degree (a master’s degree or a

bachelor’s degree from a university of applied sciences) or the highest possible degree or diploma in a relevant field of training

a minimum of three years of occupational experience in a field corresponding to the subject of teaching (teachers of vocational subjects)

Special needs educatorThe applicant must havevocational teacher educationa minimum of one year of teaching experience in a

vocational school

7%10%

14%

8%

39%

7%

10%3% 1%

Humanities and Education

Culture

Social Sciences, Business and Administration

Natural Sciences

Technology, Communication and Transport

Natural Resources and the En-vironment

Social Services, Health and Sports

Tourism, Catering and Domestic Services

Other Fields of EducationAdmitted: 300

Students admitted in 2010 in Vocational Teacher Education

About our programmes

a 60-credit course students take the course

while workingmultiform courseprogressive inquiry

learning in vocational teacher education

developing your own work and your school practices in special needs educator -programme

The multiform studies entail

independent studies“reading-circles”web learning

environment (Moodle)virtual learningclass days in Tampereteaching practicesupervision of work

Special needs educator 60 crPremises of vocational

special education 10 cr

Organizing of support 20 cr

Working as a special needs educator in a school 10 cr

Working in networks 5 cr

Special needs educator as an expert

10 crOptional studies

5 cr

TAOKKPersonneldirectorteachers (15 full-

time)educational

designers (5)co-ordinators (3)administrative and

office personnel (4)

SNE in Basic EducationEach pupil of compulsory school age has the right to receive

remedial instruction and special needs education when necessary. Special needs education (SNE) is also provided in pre-primary and upper secondary education and vocationla training. The objective is to support students and pupils in such a way thatthey have equal opportunities to complete their schooling according to their abilities alongside with their peers.

Pupils with minor learning or adjustment difficulties receive part-time special needs education by a SNE teacher in conjunction with mainstream education.

If a child cannot cope in mainstream education due to disability, illness, delayed development, emotional disorder or for other similar reasons, he or she is transferred to special needs education.

In 2008, 47 300 children were admitted or transferred to special needs education, which is 8.4 % of all the pupils in basic education. The number of pupils in part-time special needs education was 126 300, which is 22.5 % of all the pupils in basic education.

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. Special needs students are attended to using various pedagogical means and through 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 eachspecial needs student. The objectives of qualification-oriented uppersecondary VET programmes may also be adjusted as required.

SNE in Vocational Schools

Special know-how and counseling -project

ESF-project

Three aims:To start Special Needs Educator –programme

in TAOKKTo consult vocational schools in their

developmental work with inclusive educationTo create models for regional work

Inclusive educationOfficial target in FinlandPolicy or practices?Educational arrangements which garantee

equal possibilities for studing to each person in same schools

Stress on organizational conventions and practices in schools, not in limitations of an individual

Supporting schools on their way to inclusive education

Terms of InclusivenessIdeological change in school-climateCompetences of teachersCompetences of leadersNew way of organizing workNew way of leading

MultiprofessionalismTeamwork, co-operation in different levelsWorking in networks

Competences of TeachersPedagogical competence

Recognizing the need of supportAbility to analyze vocational working procesessAbility to individualize teaching and

councellingAbility to diversify work-based learning

environmentsCo-operational and networking competences

Ability to work in teams, groups and networksAbility to work in multi-professional groupsAbility to work together with working life to

support students learning

Regional StrategyMade together with all vocational schools in the region (8),

a process of two years Inclusive targets in all schools:

In the region there is a modern and high-level educational supply for young people and adults who need special support

The region is innovative developer of new methodsAll schools develop their organization and practices to

be more inclusiveSchools combine a network which is responsible for

students with special needs In the region there is a multiprofessional network for

specialists who support student on learning and employment

SNE is part of employment procedures and economic life in the region and the aim is in employment of students