Discourses on educational support in the context of general upper secondary education
| Autor: | Linda Maria Laaksonen, Anna-Maija Niemi |
|---|---|
| Přispěvatelé: | Social studies in Urban Education (SURE), Department of Education, Koulutussosiologian ja -politiikan tutkimusryhmä |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
030506 rehabilitation
Health (social science) Context (language use) STUDENTS special needs education INCLUSION Special education CLASSIFICATION educational support 03 medical and health sciences Educational support Basic education Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Sociology Secondary level ethnographic research 4. Education DISABILITY 05 social sciences 050301 education General Social Sciences self-responsibility Vocational education General Health Professions SCHOOL General upper secondary education discourse 516 Educational sciences 0305 other medical science 0503 education Inclusion (education) Educational systems |
| Popis: | After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we examine how the needs of support are discussed in general upper secondary education, and what kinds of meanings they get in a school’s everyday practices. The article is based on an ethnographic study of educational support, study counselling and societal inclusion. Our analysis highlights the school’s study culture as strongly academic, where diverse support practices are not part of the picture. The current resources shape support as an individual and separate addition to general teaching, even though, according to education policy aims, support should be communal and inclusive. |
| Databáze: | OpenAIRE |
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