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From special tasks to extensive roles: the changing face of special needs teachers in F innish vocational further education
Author(s) -
Pirttimaa Raija,
Hirvonen Maija
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12078
Subject(s) - vocational education , special education , pedagogy , psychology , special educational needs , work (physics) , confusion , special needs , position (finance) , mathematics education , medical education , medicine , psychoanalysis , mechanical engineering , finance , engineering , economics , psychiatry
Following the development of inclusive education in vocational education and training ( VET ), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs ( SEN ) teachers, social workers and counsellors. However, a confusion of roles in the work of SEN teachers seems evident. The changing work of SEN teachers has not been of great research interest in F inland. The focus has been mainly on SEN teachers at the secondary school level ( K ivirauma and K uorelahti, 2002; S tröm, 1999). The work of vocational SEN teachers has been studied by K aikkonen, 2010 and H irvonen, 2006. SEN teachers comprise two groups in the field: one group supports vocational subjects and the other group supports general subjects. The aim of this study is to determine how SEN teachers of general subjects define the objectives of their work and how they organise pedagogical support. Ten SEN teachers in vocational colleges were interviewed. A qualitative analysis was performed. The main findings showed, on the one hand, an autonomous position and, on the other, a work model that can be described as a ‘traditional special needs education model’. However, the findings showed that the autonomous role was contradictory. SEN teachers did not emphasise the connection with the VET community or college‐based guidelines and directions. Moreover, although the consultative role exists, the findings showed that it is not a regular part of the work of SEN teachers.