VOCATIONAL EDUCATION, PART II
On December 17, we began the second part of our vocational education course. We were immediately made aware that Voc II consists of five basic themes:
- Global and multicultural activities
- Entrepreneurship
- Interaction with the working community
- Sustainability
- Special needs education
Juha explained the overall concept of what we were about to start: choosing one of the themes, forming small groups/teams, and developing our own 'learning environment' for that theme. I was interested in entrepreneurship, but since that group looked quite full, I then moved to sustainable development. This area also looked interesting to me. My teammates are Yanhong and Aleksandra.
Our newly-formed team had approximately 45 minutes to develop/brainstorm the basic plan of our learning environment. It took a while for all of us to simply understand the concept of this learning environment, but what we came up with was creating a website/blog which included several opportunities for learning. We were charged with being the 'content experts' for the rest of the class in the area of sustainable development.
We basically had until our next virtual class - Jan. 15 - to complete this pedagogical process. We were instructed to keep it fairly simple, and I believe we did: Here is our Sustainable Development module learning environment! I think we worked well as a group, and covered the most important topics in this vast topic. We decided the due date would be February 23 for our classmates to complete the assigned tasks within the learning environment.
All groups presented their learning environments, and some created some very elaborate (and time-consuming!) tasks to complete. I will report about these environments here in my blog, as well.
Here is an image of the overview of the course content/process, taken directly from the VOC II module in Optima:
The student teacher understands the role of the cultural background in the human behavior. The student teacher is able to support the student’s adjustment process in a new environment. The student teacher is also able to guide and enhance the learning of a multicultural group. The student teacher knows the various sectors of the school’s international activities and is able to enhance his/her own globalization processes as well those of the students.
Core questions
1.What is meant by culture?
2.What challenges are there in confronting people from various cultural backgrounds?
3.How to create suitable conditions for learning with a multicultural student group?
4.What are the ways that a vocational school participates in international activities?
5.Considering both teachers and students, what are the benefits for international activities?
I like the way Hofstede explains it:
"Culture is the collective programming of the mind distinguishing the members of one group or category of people from others."
I also find it helpful to think that culture only exists by comparison:
"...we are all human and simultaneously we are all unique. In other words, culture can be only used meaningfully by comparison."
Additionally, Galina Elizarova's lecture explains that cultural beliefs have little to do with logic, or right and wrong. Instead, they are simply true because they are accepted by all the people belonging to that particular culture. She gives very helpful examples from Russian culture, such as the number of flowers given in a bouquet on happy versus sad occasions - something that most members of that culture abide by, but no one person can adequately explain as to why.
- What is meant by the concept of "cultural differences".
Not good, not bad, not better, not worse...just different! I believe this is a good way to look at cultural differences.
Elizarova's lecture ended with a simple paper-folding exercise that was an effective demonstration of how simple differences in the use of language, expectations, definitions, etc. can differentiate people, just as in cultures.
Sources:
- - - - - - -
As part of this module, we were asked to interview an international student or teacher. I interviewed our fairly new P.E. teacher at Espoo International School who is from the U.K.
2.1. Interview an international student on cultural differences
Familiarize yourself with Hofstede's dimensions of cultural difference and read chapter "3.3 Koulutuksessa ilmeneviä kulttuurieroja". (Only in Finnish.) Compare Hofstede's dimension differences between your own culture and your interviewee's culture.
Interview questions:
2.2 Watch the video: Raising Intercultural awareness for international and home students through creative workshops
http://www.youtube.com/watch?v=6WjkOyX9IFg
Comment someone else's blog post for previous question and discuss how you as a teacher could support students from diverse cultural and social background.
I have commented on Marita Salo's interview in her blog: http://maritaatamok.blogspot.fi/p/voc-2.html (scroll to the bottom of the 23 Jan blog post in the comments section).
2.3 Fill in the Cultural Competence Self-assessment
http://mikyong.polldaddy.com/s/cultural-competence-self-assessment. (The survey is anonymous. We cannot identify you but we will collect some statistics from our class.)
Discuss shortly your results in
your blog and share your blog link in the comment box below:
• What are your strengths in intercultural competence?
I generally scored in the 'fairly often/pretty well' category, much like the rest of my classmates. I think I am empathetic, but still culturally ignorant in many ways. Because of this, I may be culturally clumsy at times (due to my ignorance). On the other hand, I am learning more all the time (for example, about my Muslim students who have moved here from Muslim countries).
• How could you enhance your intercultural competence?
I could enhance my intercultural competence by being intentional about learning more about areas/cultures where I am ignorant. For example, learning more about the cultural background of my students (discussing with them, their parents, doing research, etc.). I could also learn more about areas of the world where I may eventually travel someday, for example, by doing research on those cultures before-hand.
If you have access to scientific journals you can also find the original articles describing the model e.g. here and here. Please note! If you are busy, you may study Bennett's model by watching only one video. Wikipedia also offers info about the model.
Answer the survey: Which of the six stages you see yourself belonging to? (Also this survey is anonymous. We will not see your answer, but we would be interested to collect statistics for the whole class.)
Wait a minute: if this is anonymous, then why am I asked to share my answer? ; ) Seriously, I am happy to share. I see myself as being somewhere between the 'acceptance of difference', and crawling toward the 'adaptation to difference' stage. I am very open and curious about other cultures, cautiously/politely asking a lot of 'why' questions from those that come from a different culture than my own. After having done this for a while, I am beginning to learn a bit, and am able to act appropriately outside of my own culture better and better all the time. However, I am still in my 'adaptation infancy!'.
3.2. Create a plan to enhance your own and/or your students’ internationalization
On December 17, we began the second part of our vocational education course. We were immediately made aware that Voc II consists of five basic themes:
- Global and multicultural activities
- Entrepreneurship
- Interaction with the working community
- Sustainability
- Special needs education
Juha explained the overall concept of what we were about to start: choosing one of the themes, forming small groups/teams, and developing our own 'learning environment' for that theme. I was interested in entrepreneurship, but since that group looked quite full, I then moved to sustainable development. This area also looked interesting to me. My teammates are Yanhong and Aleksandra.
Our newly-formed team had approximately 45 minutes to develop/brainstorm the basic plan of our learning environment. It took a while for all of us to simply understand the concept of this learning environment, but what we came up with was creating a website/blog which included several opportunities for learning. We were charged with being the 'content experts' for the rest of the class in the area of sustainable development.
We basically had until our next virtual class - Jan. 15 - to complete this pedagogical process. We were instructed to keep it fairly simple, and I believe we did: Here is our Sustainable Development module learning environment! I think we worked well as a group, and covered the most important topics in this vast topic. We decided the due date would be February 23 for our classmates to complete the assigned tasks within the learning environment.
All groups presented their learning environments, and some created some very elaborate (and time-consuming!) tasks to complete. I will report about these environments here in my blog, as well.
Here is an image of the overview of the course content/process, taken directly from the VOC II module in Optima:
GLOBAL AND MULTICULTURAL ACTIVITIES MODULE
Intended Learning OutcomesThe student teacher understands the role of the cultural background in the human behavior. The student teacher is able to support the student’s adjustment process in a new environment. The student teacher is also able to guide and enhance the learning of a multicultural group. The student teacher knows the various sectors of the school’s international activities and is able to enhance his/her own globalization processes as well those of the students.
Core questions
1.What is meant by culture?
2.What challenges are there in confronting people from various cultural backgrounds?
3.How to create suitable conditions for learning with a multicultural student group?
4.What are the ways that a vocational school participates in international activities?
5.Considering both teachers and students, what are the benefits for international activities?
The Global and Multicultural Activities module was a full one! Here is the learning environment: http://ivetvoc2.blogspot.fi/
The tasks were many and varied, and I learned a good bit about culture. Read below to see for yourself!
And here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TbzlfQXl5emhEaDg/edit?usp=sharing
- What is meant by the word "culture"?
My own (simple) definition of culture means what makes communities and societies different from one another. However, perhaps this is a bit too simplified.The tasks were many and varied, and I learned a good bit about culture. Read below to see for yourself!
And here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TbzlfQXl5emhEaDg/edit?usp=sharing
- What is meant by the word "culture"?
I like the way Hofstede explains it:
"Culture is the collective programming of the mind distinguishing the members of one group or category of people from others."
I also find it helpful to think that culture only exists by comparison:
"...we are all human and simultaneously we are all unique. In other words, culture can be only used meaningfully by comparison."
Additionally, Galina Elizarova's lecture explains that cultural beliefs have little to do with logic, or right and wrong. Instead, they are simply true because they are accepted by all the people belonging to that particular culture. She gives very helpful examples from Russian culture, such as the number of flowers given in a bouquet on happy versus sad occasions - something that most members of that culture abide by, but no one person can adequately explain as to why.
- What is meant by the concept of "cultural differences".
Not good, not bad, not better, not worse...just different! I believe this is a good way to look at cultural differences.
Elizarova's lecture ended with a simple paper-folding exercise that was an effective demonstration of how simple differences in the use of language, expectations, definitions, etc. can differentiate people, just as in cultures.
Sources:
- The Hofstede Centre, National Culture http://geert-hofstede.com/national-culture.html
- Video: 1.4.1 Various Definitions of Culture http://moniviestin.jyu.fi/
- Video: 1.4.1 Various Definitions of Culture http://moniviestin.jyu.fi/
- - - - - - -
As part of this module, we were asked to interview an international student or teacher. I interviewed our fairly new P.E. teacher at Espoo International School who is from the U.K.
2.1. Interview an international student on cultural differences
Familiarize yourself with Hofstede's dimensions of cultural difference and read chapter "3.3 Koulutuksessa ilmeneviä kulttuurieroja". (Only in Finnish.) Compare Hofstede's dimension differences between your own culture and your interviewee's culture.
Interview questions:
- Has your interviewee noticed these differences? Or any other intercultural differences? Have they impacted his or her experience about Finland?
Yes, I have observed the following:
Individualism
- This has had a positive impact on my experience here in Finland. There is less 'me' and more 'us'. This has been demonstrated by students who have been very supportive of one another in P.E. sports. For example, very athletic boys supporting and lifting up non-athletic girls, helping them succeed and grow.
Masculinity
- the culture in Finland is that students should not fail in school, at any
cost. I believe failure has a certain role to play in the growth of
individuals, and that is missing here in Finland.
Uncertainty
avoidance - interference from places like the magistrate has been
intimidating and suppressing. Such experiences felt like ‘Big Brother’ was watching / not pleasant at all.
- Did your interviewee receive any kind of tutoring for intercultural awareness issues when he or she moved to Finland?
No,
but it would have been helpful. I never heard of anything like it
being available.
- Has your interviewee's school taken multicultural issues into account in its teaching?
I have taken it into account as a PE teacher (for example,
Islamic girls issues with swimming/swimwear), and the school was supportive of it. The
school does not have any particular multicultural issues taken into
account in its teaching, but the administration is supportive of
those needs as they arise.
2.2 Watch the video: Raising Intercultural awareness for international and home students through creative workshops
http://www.youtube.com/watch?v=6WjkOyX9IFg
Comment someone else's blog post for previous question and discuss how you as a teacher could support students from diverse cultural and social background.
I have commented on Marita Salo's interview in her blog: http://maritaatamok.blogspot.fi/p/voc-2.html (scroll to the bottom of the 23 Jan blog post in the comments section).
2.3 Fill in the Cultural Competence Self-assessment
http://mikyong.polldaddy.com/s/cultural-competence-self-assessment. (The survey is anonymous. We cannot identify you but we will collect some statistics from our class.)
This self-assessment tool is designed to explore
individual cultural competence. Its purpose is to help you to consider your
skills, knowledge, and awareness of yourself in your interactions with others.
Its goal is to assist you to recognize what you can do to become more effective
in working and living in a diverse environment.
• What are your strengths in intercultural competence?
I generally scored in the 'fairly often/pretty well' category, much like the rest of my classmates. I think I am empathetic, but still culturally ignorant in many ways. Because of this, I may be culturally clumsy at times (due to my ignorance). On the other hand, I am learning more all the time (for example, about my Muslim students who have moved here from Muslim countries).
• How could you enhance your intercultural competence?
I could enhance my intercultural competence by being intentional about learning more about areas/cultures where I am ignorant. For example, learning more about the cultural background of my students (discussing with them, their parents, doing research, etc.). I could also learn more about areas of the world where I may eventually travel someday, for example, by doing research on those cultures before-hand.
2.4 Evaluate your own intercultural competences
Watch Milton Bennett's lectures on Developmental Model of Intercultural Sensitivity:
Watch Milton Bennett's lectures on Developmental Model of Intercultural Sensitivity:
- Denial (17 mins 55 sec )
- Defense (4 mins 39 sec)
- Minimization (9 mins 33 sec)
- Acceptance, Adaptation and Integration (11 mins 3 sec)
Answer the survey: Which of the six stages you see yourself belonging to? (Also this survey is anonymous. We will not see your answer, but we would be interested to collect statistics for the whole class.)
Wait a minute: if this is anonymous, then why am I asked to share my answer? ; ) Seriously, I am happy to share. I see myself as being somewhere between the 'acceptance of difference', and crawling toward the 'adaptation to difference' stage. I am very open and curious about other cultures, cautiously/politely asking a lot of 'why' questions from those that come from a different culture than my own. After having done this for a while, I am beginning to learn a bit, and am able to act appropriately outside of my own culture better and better all the time. However, I am still in my 'adaptation infancy!'.
3.1. See my school's international activities on this Padlet wall:
http://padlet.com/wall/hkt777v5xq
- What kind of international activities does your school and/or OAMK have?
- What kind of training in cultural differences does your school and/or OAMK provide?
3.2. Create a plan to enhance your own and/or your students’ internationalization
- What kind of skills do you need for encountering diversity? Knowledge? Attitudes?
I still need plenty of training to prepare me for various types of diversity. Cultural awareness training. I believe I am okay in the area of cultural diversity sensitivity training, although that would not hurt, either.
As for our students, they could use the whole package: cultural sensitivity and awareness training. This would need to be interactive and fun, and at least start with the cultures we have present in our school now.
As for our students, they could use the whole package: cultural sensitivity and awareness training. This would need to be interactive and fun, and at least start with the cultures we have present in our school now.
- How would you develop your intercultural competences
Regarding myself, I would want to move beyond the 'acceptance' phase to the 'adaptation' phase. I think 'integration' would only apply if I were working intensely within a different culture, or if I actually moved to another country. (I could have used some awareness training when I moved to Finland, although I had most of what I needed through family and my language/working life training).
For the students, making sure everyone is in the 'acceptance' phase would be the highest priority. If some got to the 'adaptation' phase, that would be a real accomplishment. However, some students who have lived in multiple cultures, and have multicultural families, may already be at the 'adaptation' or 'integration' stage for their particular cultures.
Time and resources. In some ways we could do more of what we are already doing (student exchanges, language awareness, IB internationally-focus curriculum, etc.), but it should be more. We could use some classes devoted to this, outside experts/volunteers to help lead this, and ideally funding for some travel to nearby cultural exchanges.
However, the greatest support for our students would be in the role-modeling provided by us, the teachers and staff of the school. This would have the greatest overall effect on how globally and culturally prepared our students are for the future.
The teacher student understands how the development of his/her personal intrapreneurship will aid in the process of becoming a full-fledged entrepreneur. He/she can develop, create and assess learning environments so that they will boost the potential for entrepreneurship.
Core questions:
1. What is meant by intrapreneurship?
2. What are the teaching and assessment methods that will enhance development of the student’s intrapreneurship?
3. How to further/aid the process from intrapreneuship/internal entrepreneurship towards (external) entrepreneurship?
4. How to teach entrepreneurship in the best and most effective manner in vocational education?
I enjoyed the fact that this learning environment was quite different from the rest. It was in Prezi format, and the material was useful, the assignments practical. Here is the learning environment site: http://prezi.com/en-jqlsbyppo/entrepreneurship-in-vocational-education/
And here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TRHllTWYzUk0tdDA/edit?usp=sharing
And here is my assignment, creating a business plan for my own company.
1. Write a business plan for a company of your own making. It should be from your own industry of interest and include the following headings followed by 2-3 explanatory sentences:
a) What is the product/service?
Beginner and intermediate guitar instruction and song-writing business
b) What is unique about your product/service?
- English instruction
- Able to teach song-writing and basic performance skills
- In-home lessons (visit) or in entrepreneur’s home (in Espoo area)
- Experienced teacher
- Ability to rent a guitar from business until purchase own instrument
c) What weaknesses are possible?
- No market research yet - unknown demand for services
- Is it a sustainable business model (e.g. Profitable? Enough skills to meet the demand?)
- Time-consuming, and may be difficult to expand without excess business and good hires.
d) What's the advantage of the customer in buying your product/service?
- Learning new skills
- Experiencing the joy of playing, and even creating, music
e) Who are your target customers?
- People with extra time, interest in learning, and at least some funds
- Most likely young people
f) How will you find your customers, how will you market your company?
- Word of mouth
- Online advertising (Facebook, YouTube)
- Direct advertising (stuffing mailboxes)
- Networking through schools, music teachers
g) What do you need? (People, money, expertise, a retail outlet...)
- Expertise and teaching materials, some money for rental guitar inventory and advertising, accounting/invoicing software, moderate business skills, space in own home (when needed).
2. What part of this Prezi did you find useful for yourself and what not so useful? Why?
- Pleasant and creative layout/presentation, helpful and pertinent material, good variety. It kept my attention!
3. There’s an Enter-office in Pori which helps people starting up a business – can you find a similar local organisation near you which gives entrepreneurship help?
Enterprise Helsinki (http://www.yrityshelsinki.fi/en )
Enterprise Finland (http://www.yrityssuomi.fi)
Startup Sauna (www.startupsauna.com)
Intended Learning Outcomes
The intended learning outcome of the working-life module in VOC II is that the student teacher will learn to plan, execute, assess and further develop learning activities mutually with other teachers, student, representatives of the working-life and other interest groups. The student teacher understands that working-life orientation is one of the main guiding principles in his/her own activities.
Core questions
1. What does working-life orientation mean?
2. What are working-life oriented learning environments?
3. How is working-life oriented learning guided?
4. How will a vocational teacher maintain and further develop his/her working-life competences?
The working life orientation module was another fairly involved one. We had several and varied tasks, all of which were posted to the learning environment itself. Here is the learning environment address, including my responses to their assignments: http://workinglifeorientation.blogspot.fi/
Here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TZk5fQ0pmWkt3UzA/edit?usp=sharing
Sources:
AND HERE IT IS...at 6 1/2 minutes long : )
Video demonstrating my full 'internalization' of the topic of Special Needs Education in Finland
(And if that does not work, here is a super low resolution version.)
For the students, making sure everyone is in the 'acceptance' phase would be the highest priority. If some got to the 'adaptation' phase, that would be a real accomplishment. However, some students who have lived in multiple cultures, and have multicultural families, may already be at the 'adaptation' or 'integration' stage for their particular cultures.
- What kind of international competences students will need for working in future’s society?
See above - a minimum of competencies to be at the acceptance phase, in my opinion.
- How could you support your students’ globalization process?
However, the greatest support for our students would be in the role-modeling provided by us, the teachers and staff of the school. This would have the greatest overall effect on how globally and culturally prepared our students are for the future.
ENTREPRENEURSHIP MODULE
Intended Learning OutcomesThe teacher student understands how the development of his/her personal intrapreneurship will aid in the process of becoming a full-fledged entrepreneur. He/she can develop, create and assess learning environments so that they will boost the potential for entrepreneurship.
Core questions:
1. What is meant by intrapreneurship?
2. What are the teaching and assessment methods that will enhance development of the student’s intrapreneurship?
3. How to further/aid the process from intrapreneuship/internal entrepreneurship towards (external) entrepreneurship?
4. How to teach entrepreneurship in the best and most effective manner in vocational education?
I enjoyed the fact that this learning environment was quite different from the rest. It was in Prezi format, and the material was useful, the assignments practical. Here is the learning environment site: http://prezi.com/en-jqlsbyppo/entrepreneurship-in-vocational-education/
And here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TRHllTWYzUk0tdDA/edit?usp=sharing
And here is my assignment, creating a business plan for my own company.
1. Write a business plan for a company of your own making. It should be from your own industry of interest and include the following headings followed by 2-3 explanatory sentences:
a) What is the product/service?
Beginner and intermediate guitar instruction and song-writing business
b) What is unique about your product/service?
- English instruction
- Able to teach song-writing and basic performance skills
- In-home lessons (visit) or in entrepreneur’s home (in Espoo area)
- Experienced teacher
- Ability to rent a guitar from business until purchase own instrument
c) What weaknesses are possible?
- No market research yet - unknown demand for services
- Is it a sustainable business model (e.g. Profitable? Enough skills to meet the demand?)
- Time-consuming, and may be difficult to expand without excess business and good hires.
d) What's the advantage of the customer in buying your product/service?
- Learning new skills
- Experiencing the joy of playing, and even creating, music
e) Who are your target customers?
- People with extra time, interest in learning, and at least some funds
- Most likely young people
f) How will you find your customers, how will you market your company?
- Word of mouth
- Online advertising (Facebook, YouTube)
- Direct advertising (stuffing mailboxes)
- Networking through schools, music teachers
g) What do you need? (People, money, expertise, a retail outlet...)
- Expertise and teaching materials, some money for rental guitar inventory and advertising, accounting/invoicing software, moderate business skills, space in own home (when needed).
2. What part of this Prezi did you find useful for yourself and what not so useful? Why?
- Pleasant and creative layout/presentation, helpful and pertinent material, good variety. It kept my attention!
3. There’s an Enter-office in Pori which helps people starting up a business – can you find a similar local organisation near you which gives entrepreneurship help?
Enterprise Helsinki (http://www.yrityshelsinki.fi/en )
Enterprise Finland (http://www.yrityssuomi.fi)
Startup Sauna (www.startupsauna.com)
INTERACTION WITH THE WORKING COMMUNITY/WORKING LIFE ORIENTATION MODULE
Intended Learning Outcomes
The intended learning outcome of the working-life module in VOC II is that the student teacher will learn to plan, execute, assess and further develop learning activities mutually with other teachers, student, representatives of the working-life and other interest groups. The student teacher understands that working-life orientation is one of the main guiding principles in his/her own activities.
Core questions
1. What does working-life orientation mean?
2. What are working-life oriented learning environments?
3. How is working-life oriented learning guided?
4. How will a vocational teacher maintain and further develop his/her working-life competences?
The working life orientation module was another fairly involved one. We had several and varied tasks, all of which were posted to the learning environment itself. Here is the learning environment address, including my responses to their assignments: http://workinglifeorientation.blogspot.fi/
Here is my evaluation of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TZk5fQ0pmWkt3UzA/edit?usp=sharing
SUSTAINABILITY MODULE
Intended Learning Outcomes
The student is able to understand sustainable development within the framework of ecological, economic, cultural and social points-of-view. He/she can evaluate the values and practices of his/her own organization from the viewpoint of sustainability. The student teacher is able to apply the principles of sustainable development in his/her work as a vocational teacher.
Core questions
1. What does the term ”sustainable development” mean?
2. How to direct/govern/teach sustainable development in schools?
3. In various fields of work, what challenges are there in sustainable development (with vocational education in mind)?
4. How can I apply the principles of sustainable development in the teaching of my own subject?
The student is able to understand sustainable development within the framework of ecological, economic, cultural and social points-of-view. He/she can evaluate the values and practices of his/her own organization from the viewpoint of sustainability. The student teacher is able to apply the principles of sustainable development in his/her work as a vocational teacher.
Core questions
1. What does the term ”sustainable development” mean?
2. How to direct/govern/teach sustainable development in schools?
3. In various fields of work, what challenges are there in sustainable development (with vocational education in mind)?
4. How can I apply the principles of sustainable development in the teaching of my own subject?
As mentioned in the introduction, this was the learning environment I was a part of. Here is the learning environment site: http://interdisciplinaryappraoach.blogspot.fi/p/welcome.html
And here is my evaluation of our learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TQnJhSFdWREoyZms/edit?usp=sharing
Intended Learning Outcomes:
The student teacher is able to describe the ways how special needs education is carried out in the Finnish educational system. He/she is able to find and apply the legislation concerning the special needs education in vocational education. He/she can use the terms and concepts of special needs education in an appropriate manner. He/she can plan and execute individual educational plans in multiprofessional work groups.
Core questions:
1. How is the vocational special needs education realized/fulfilled in the Finnish educational system?
2. How is the special needs education carried out specifically in the vocational education?
3.Which Finnish legislature governs the special needs eduation?
4. What elements does an individual educational plan (= IEP = “HOJKS” in Finnish) contain, and how does the IEP process proceed?
5. Inclusive models and segregative models, what are they?
The Special Needs Education module was quite different from the others. Here is the learning environment: http://voc2specialeducation.wordpress.com/
The enviroment included unique tasks, which you can see below. It was very helpful to research and review the overall special needs eduction system and policies in Finland as part of the tasks. You can see how I have internalized my learning through the video I created below.
Here you can view my assessment of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TcTA2MVYtQ3FvMmM/edit?usp=sharing
"Parent’s point of view" assignment...
And here is my evaluation of our learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TQnJhSFdWREoyZms/edit?usp=sharing
SPECIAL NEEDS EDUCATION MODULE
The student teacher is able to describe the ways how special needs education is carried out in the Finnish educational system. He/she is able to find and apply the legislation concerning the special needs education in vocational education. He/she can use the terms and concepts of special needs education in an appropriate manner. He/she can plan and execute individual educational plans in multiprofessional work groups.
Core questions:
1. How is the vocational special needs education realized/fulfilled in the Finnish educational system?
2. How is the special needs education carried out specifically in the vocational education?
3.Which Finnish legislature governs the special needs eduation?
4. What elements does an individual educational plan (= IEP = “HOJKS” in Finnish) contain, and how does the IEP process proceed?
5. Inclusive models and segregative models, what are they?
The Special Needs Education module was quite different from the others. Here is the learning environment: http://voc2specialeducation.wordpress.com/
The enviroment included unique tasks, which you can see below. It was very helpful to research and review the overall special needs eduction system and policies in Finland as part of the tasks. You can see how I have internalized my learning through the video I created below.
Here you can view my assessment of this learning environment: https://drive.google.com/file/d/0B2ZOONQfkQ6TcTA2MVYtQ3FvMmM/edit?usp=sharing
"Parent’s point of view" assignment...
You’ve had e-mail from a parent
who’s worried about his son’s future. Write an answer to this e-mail. Share us
your reply using your blog!
“Dear Eki,
I’m writing this letter because I’m
starting to worry about my son’s future. At the moment he is a happy, 16 year
old student on a special class, where he has studied since he started school.
My son is autistic (communicating with him is difficult and his behaviour and
speaking are often repetitive) and has always had problems in math. I think
that part of the learning disability can be just because he is not interested I
math and the teachers during the years have not always been qualified. His
intelligence is anyway a bit above average and he is very talented in geography.
Also his memory is extremely good. He has still a year to go before making
decisions about the future, but I have some questions I would like to have
answered, to calm my nerves:
1. Is it possible that he could
continue in normal vocational education or upper secondary high school with an
assistant? He has had one since he was three. What requirements there are in
his case? Are there some other options if the normal vocational school is not a
possibility?
2. What laws and standards there are
concerning special needs in vocational education? What rights (f.ex. inclusion,
special support) my son has as a student of a vocational school?
Daddy -71”
AND HERE IS MY REPLY:
Dear Daddy-71,
I understand your concern for your son. Like any good parent, you want what is best
for your son. It sounds like he has
succeeded quite well in the school system so far.
Rest assured that your son has every right to continue
receiving support as he continues his schooling. In any event, he will receive the support he
needs. Whether or not he has an
assistant will be determined based on his needs and the program where he ends
up. It is important that you meet with his
current Special Needs teacher and Guidance Counselor to do the following:
- Look at which educational options are best for him (vocational school, high school, oppisopimus, etc.).
- After developing a rank-ordered list of his preferred future schools, contact those institutions to make them aware of your son’s specific special needs (using the details from his IEP). It is important that any schools that require an entrance exam are aware of any disabilities he may have before-hand so they can take the necessary steps to ensure he is treated fairly (e.g. given extra explanation of directions, extra time for the exam, etc.).
- Be sure to consider both ‘normal’ institutions/programs as well as those that have programs tailored for special needs students (such as Luovi, Keskuspuisto, etc. )
- Look at which educational options are best for him (vocational school, high school, oppisopimus, etc.).
- After developing a rank-ordered list of his preferred future schools, contact those institutions to make them aware of your son’s specific special needs (using the details from his IEP). It is important that any schools that require an entrance exam are aware of any disabilities he may have before-hand so they can take the necessary steps to ensure he is treated fairly (e.g. given extra explanation of directions, extra time for the exam, etc.).
- Be sure to consider both ‘normal’ institutions/programs as well as those that have programs tailored for special needs students (such as Luovi, Keskuspuisto, etc. )
Regarding your second
question: the law is on your side. Finnish
law gives all students – regardless of their special needs – the right to a study
place in the education system. This includes vocational education and training. Students are cared for using appropriate
pedagogical approaches as well as through the welfare services while studying. The goal is to give students the support they
need so they can become qualified in an occupation. Your son would have an Individual Education
Plan (HOJKS) written for him, just like he has had so far.
In reference to your question on inclusion: where he ends up depends on what line
of study he applies to, what would be best for him regarding his special needs,
and more. He may apply to be in a
regular vocational institution (in a regular group, separate group, or a mix of
both). Alternatively, he may apply to
study in a separate special education institution. And don’t worry: he won’t be alone. Approximately 13% of VET students in upper
secondary school have some kind of special need(s).
Please let me know how I can help you further in this
matter!
Kind regards,
Eki
Eki
Sources:
Vocational Education and Training in Finland http://www.oph.fi/download/131431_vocational_education_and_training_in_finland.pdf
Lifelong learning in Finland - EU Bookshop - Europa, The extent to which vocational education and training is nurturing lifelong learning in Finland.
Lifelong learning in Finland - EU Bookshop - Europa, The extent to which vocational education and training is nurturing lifelong learning in Finland.
Teacher’s point of view
Do a short video where you demonstrate us you have internalized this topic. The optimal length of your video is about 3 to 5 minutes long.AND HERE IT IS...at 6 1/2 minutes long : )
Video demonstrating my full 'internalization' of the topic of Special Needs Education in Finland
(And if that does not work, here is a super low resolution version.)
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