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Abstract
This article explores the challenges that special education teachers encounter during their daily work in Finnish schools. The main focus is in those challenges which cause worry among teachers, especially aggressive behavior in class rooms and school area. This article scrutinizes the reasons and consequences of a problem from the perspective of special education teachers. The research shows, how problems are mainly caused by delays in assessments, treatments and rehabilitation for pupils with mental or behavioral disorders. The analysis shows how on teachers’ opinion, challenging situations, which induce great worry occur when pupil has a need for psychiatric treatment but had not received it in time. In these kind of situations teachers feel frustrated and partly helpless as their professional skills and knowledge is not enough to provide the support pupil needs. When the neediest pupils do not receive support and treatment in time, it leads to situation where special education teachers have to provide support and face pupils’ challenging behavior even if they may not have measures for it.
Highlights
Marked Constant Worry very of slight thoughts of growing; worry; strong deep and worry or worry and confidence own worry: strong: wondering wondering; in own resources child/
Out of the four zones we used the three latter zones: Small worry, Grey zone and Great worry. With this model we were able to identify those challenges in the school environment which caused teachers most worry. In this article these findings are shown and explored in light of the teachers’ responses to the open ended questions: ‘In your opinion, how should the collaboration between school and special health care be organised in order to provide the best support for a child?’ and ‘In your opinion, what are the greatest obstacles to achieving the best support for a child?’
The second question explored how these challenging situations are perceived by special education teachers: ‘How much worry do they cause?’
Summary
Straipsnis grindžiamas klausimyno duomenimis, gautais 2016 m. pavasarį viename didžiųjų Pietų Suomijos miestų. Pedagogų supratimas apie septynis skirtingus iššūkius buvo išsiaiškintas naudojant klausimyną; trys iš septynių iššūkių analizuojami išsamiau šiame straipsnyje. Minėti trys iššūkiai yra: mokykla neturi tinkamų būdų mokinių specialiesiems ugdymosi poreikiams patenkinti; kai kurie ar daugelis mokinių nepaklūsta bendroms taisyklėms ir agresyvus elgesys atsiranda klasėje arba mokyklos teritorijoje. Šiame tyrime negalia ar agresyvus elgesys netraktuojami medicininių terminų prasme ir nesiejami su profesionaliu įvertinimu, kurį atlieka sveikatos priežiūros specialistai. Kaip specialieji pedagogai supranta ir kaip apibrėžia mokinių elgesio sunkumus, yra jų profesinės aplinkos rezultatas. Pasitelkus klausimyną buvo išsiaiškinta, kad susirūpinimo lygis atitinkamai vertinamas socialiai sukonstruotoje realybėje, – jis atskleidžia respondentų požiūrį į tai, kaip jie kovoja su iššūkiais. Šis modelis įgalina identifikuoti specialisto susirūpinimo dėl vaiko lygį, įvertinti savo asmenines ypatybes, priimant iššūkius, papildomų išteklių ar kontrolės priemonių poreikį (Erikson ir Arnkil, 2009, 26)
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