Special education students in transition to further education: A four-year register-based follow-up study in Finland

Kirjavainen, Tanja; Pulkkinen, Jonna; Jahnukainen, Markku

doi:10.1016/j.lindif.2015.12.001

Cited by 23 publications

(21 citation statements)

References 25 publications

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“…According to Finnish and Swedish studies, students in introductory programmes more often come from homes with more restricted academic backgrounds (Dovemark, 2011;Dovemark & Beach, 2016;Dovemark & Johansson, 2015;Loeb & Wass, 2015;Niemi & Kurki, 2014). In Finland, the major proportion of students regarded as having special educational needs enter vocational programmes rather than academic programmes (Kirjavainen, Pulkkinen, & Jahnukainen, 2016;Niemi & Mietola, 2017).…”

Section: Theory and Methodologymentioning

confidence: 99%

The academic–vocational divide in three Nordic countries: implications for social class and gender

et al. 2018

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In this study we examine how the academic-vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as "market relevance" and employability. This trend strengthens the academic-vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students' transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.

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Section: Theory and Methodologymentioning

confidence: 99%

The academic–vocational divide in three Nordic countries: implications for social class and gender

et al. 2018

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“…Existen investigaciones y experiencias recientes en este ámbito en países tan diversos como Canadá (Boland et al, 2019), Dinamarca (Arendt, Greve, y Bergqvist, 2019). Finlandia (Kirjavainen, Pulkkinen, y Jahnukainen, 2016), Israel (Shtapura--Ifrah y Benish--Weisman, 2019) o Rumanía (Marin y Rusu, 2015), por citar unos ejemplos, lo cual justifica su relevancia y envergadura. En el ámbito nacional, tal como recoge el artículo 42 del RO--IES del Real Decreto 83/1996, de 26 de enero, los departamentos de orientación tienen como principal cometido participar en la planificación y desarrollo de las actuaciones que se organicen en el centro para atender a la diversidad del alumnado.…”

Section: Plan De Orientación Académica Y Profesional (Poap)unclassified

Análisis de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo

Jiménez¹,

Ramón

Esteban³

et al. 2020

REIFOP

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Esta investigaciónanaliza el desarrollo de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo (ACNEAE). Se trata de un estudio descriptivo de diseño ex post facto. El muestreo ha sido intencional y por conveniencia. La muestra fue de N=13 Institutos de Educación Secundaria (IES) de titularidad pública del municipio de Murcia (España). El cuestionario aplicado mide las características de los centros estudiados, el procedimiento de la orientación académica y profesional y analiza la respuesta dada por la comunidad educativa al ACNEAE a través del programa de orientación académico y profesional (POAP). Los resultados muestran la situación actual de la orientación educativa, la participación de los agentes educativos y el grado de inclusión de los elementos del POAP. Las conclusiones del estudio giran en torno a la necesidad de una mayor participación de la comunidad educativa en el proceso de orientación académica y profesional y adaptación del plan de orientación académica y profesional a las necesidades del alumnado. La información derivada de esta investigación puede ser de utilidad para diseñar programas específicos de desarrollo de la madurez vocacional. This research analyzes the development of academic and vocational guidance in secondary education, especially students with special educational needs. This is a descriptive study of ex post facto design. Sampling was intentional and convenience. The sample attained was composed of N=13 public Secondary Schools of the municipity of Murcia. The questionnaire implemented measures the characteristics of the centers studied, the procedure of academic and professional guidance and analyzes the response of this process in students with educational needs by means of the academic and professional orientation program. The results show the current situation of educational orientation, the participation of educational agents in the POAP and the analysis of the main elements that compose this program. The conclusions of this paper revolve around the following themes: the need for greater participation of the educational community in the process of academic and professional guidance and a greater adaptation of plan for academic and vocational guidance according to the needs presented by the students. The information derived from this research can be useful for designing specific programs so students with educational needs can develop their vocational attitude.

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“…Early recognition is vital, so is providing individualized support as long as is deemed necessary. The aim of the legislation is to provide support for struggling pupils in classrooms with their peers and intensified support to reduce placements in full-time special educational settings (Kirjavainen et al 2016). Furthermore, the support services should be educationally determined (Ahtiainen et al 2012;Itkonen and Jahnukainen 2010), given that official medical diagnoses-including ASD diagnoses-are not required for pupils to receive special education services (Thuneberg et al 2013).…”

Section: Groundwork For Preparing Pupils With Asd For Transitions In mentioning

confidence: 99%

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland

Pesonen

Pirttimaa

Rämä

et al. 2019

Educating Students With Autism Spectrum Disorder in China and Finland

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This chapter provides an exploration of the preparation of pupils with autism spectrum disorder (ASD) for transition to upper secondary level after Finnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after which education opportunities after basic education for pupils with ASD in Finland are examined. This is followed by a brief illustration of the Finnish comprehensive school system to provide context with a focus on support arrangements and the preparation of support for transition. Then, the individual transition-planning documents are examined, after which the two cases of Kalle and Maija are introduced. This is followed by an illustration of the use of the documents in practice for the two pupils. The summary includes a discussion of implications for future directions.

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Special education students in transition to further education: A four-year register-based follow-up study in Finland

Cited by 23 publications

References 25 publications

The academic–vocational divide in three Nordic countries: implications for social class and gender

The academic–vocational divide in three Nordic countries: implications for social class and gender

Análisis de la orientación académica y profesional en Educación Secundaria y su adaptación al alumnado con necesidad específica de apoyo educativo

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland

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