Support for learning in lower secondary schools. Students', subject teachers' and special education teachers' perceptions and ideas for development
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
L6
Topic of the dissertation
Support for learning in lower secondary schools. Students', subject teachers' and special education teachers' perceptions and ideas for development
Doctoral candidate
Master of Arts Ninnu Kotilainen
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Special and Inclusive Education
Subject of study
Special Education
Opponent
Associate Professor Kim Wickman, University of Umeå
Custos
Professor Emerita Marjatta Takala, University of Oulu
Support for learning in lower secondary school
This dissertation from the department of special and inclusive education describes support for learning in lower secondary schools (students aged 13-15) and presents ideas on how it can be developed. The data for the dissertation are students’(n=54), subject teachers’ (n=115) and special education teachers’ (n=63) responses to electronic questionnaires. The data were analysed by means of content analysis and it was further organized with the help of tools from developmental work research.
Teachers were critical towards the current state of support for learning. Special education teachers’ workload had increased, and many subject teachers felt they were left alone to support students. Division of work between these teachers was unclear in support issues. According to students, support for learning was not available as soon as one needed it. The students wanted support from special education teachers, preferably in small groups or individually, and expected attention and patience from subject teachers.
In light of the results, support for learning can be developed by 1) defining central concepts, 2) creating structures for collaboration, 3) allocating more resources to it and 4) establishing a common understanding of the goals of support for learning. According to the national core curriculum, basic education should be developed according to the principle of inclusion. However, this ‘principle of inclusion’ is not defined. Furthermore, support for learning should be planned and implemented in collaboration between teachers, but the collaborative actions and their content have been left undefined as well. Time to collaborate and structures that accommodate collaboration are missing, which has resulted in superficial and unplanned collaboration between special education teachers and subject teachers. The respondents had different ideas concerning the objectives of support for learning. The students felt that the objective is to offer support for learning for those who need support for their learning, while the subject teachers felt that all students should receive instruction that supports their learning and provides challenges. The special education teachers wanted support for learning to support students’ learning, subject teachers’ teaching and the whole school in the process of becoming more inclusive.
The main finding of the dissertation is that a strong system of support with clear definitions of key concepts is needed to enable inclusive education. Inclusion should be sought from the school culture, not from the system of support for learning. In addition, teachers cannot be left alone to pursue inclusion and to support students. Adequate resources to organize and implement support for learning need to be found and practical research on different ways to support students is needed to support teachers’ daily work.
Teachers were critical towards the current state of support for learning. Special education teachers’ workload had increased, and many subject teachers felt they were left alone to support students. Division of work between these teachers was unclear in support issues. According to students, support for learning was not available as soon as one needed it. The students wanted support from special education teachers, preferably in small groups or individually, and expected attention and patience from subject teachers.
In light of the results, support for learning can be developed by 1) defining central concepts, 2) creating structures for collaboration, 3) allocating more resources to it and 4) establishing a common understanding of the goals of support for learning. According to the national core curriculum, basic education should be developed according to the principle of inclusion. However, this ‘principle of inclusion’ is not defined. Furthermore, support for learning should be planned and implemented in collaboration between teachers, but the collaborative actions and their content have been left undefined as well. Time to collaborate and structures that accommodate collaboration are missing, which has resulted in superficial and unplanned collaboration between special education teachers and subject teachers. The respondents had different ideas concerning the objectives of support for learning. The students felt that the objective is to offer support for learning for those who need support for their learning, while the subject teachers felt that all students should receive instruction that supports their learning and provides challenges. The special education teachers wanted support for learning to support students’ learning, subject teachers’ teaching and the whole school in the process of becoming more inclusive.
The main finding of the dissertation is that a strong system of support with clear definitions of key concepts is needed to enable inclusive education. Inclusion should be sought from the school culture, not from the system of support for learning. In addition, teachers cannot be left alone to pursue inclusion and to support students. Adequate resources to organize and implement support for learning need to be found and practical research on different ways to support students is needed to support teachers’ daily work.
Last updated: 4.4.2025