The Special Education in vocational school is not a very familiar topic, so I learned new things. First of all, I learned that the individual education plan (IEP) is a crucial tool in studies of a special-need student. It is based on the general curriculum and created individually for each student, and specifics about person's deeds are taken into consideration. The IEP reviewed three times a year according to Luovi interview. Flexibility is the key word. However, the IEP is not obligatory, but with its help the student will receive additional support and more teaching resources. There are six special-needs vocational education institutes in Finland, the nearest one Bovallius Institute in Pieksämäki. I have visited the premises in another context, but the facilities seemed good.
It sounds like drafting the IEP and juggling with the best solutions for everyone is a lot of work, as the purpose is to get a profession and a degree, so a lot of teaching staff is needed to cater to the needs of special students. In addition, the need for vocational special education has increased and these days it'a about 12%, according to Wikipedia. The main purpose of special-needs vocational education is inclusion.
The special needs education has been taken into consideration in legislation (Act on Special needs education* and statute about special needs education**). I found a good template for special needs education in Finnish language***. It is meant as a tool for teachers who are involved in planning IEP's and teaching for special needs classes. The site also featured a classification of different disabilities and conditions. You cannot let you mind wonder though, and it needs to be kept in mind that not all "special" students are eligible for special needs education, meaning that if a student need some temporary measures and short-term extra classes, this is not considered special needs education. This point can cause some confusion, because it was suggested in the autumn that the students needing some extra attention are also covered in this lot. Also those with mild learning disabilities or social adaptation issues are not eligible (A 811/1998 § 8). I guess that in practice it means that they study in normal classroom and learn less, and are more likely to cause more trouble, but there are no extra resources. My brother-in-law has a dyslexia, or "reading disability" to some extent. Learning languages is very hard for him. However, he is good in maths and technical subjects, and he became a math, chemistry and physics teacher in secondary school. Plus he wrote his Master's thesis in 3 months. He is a great example of overcoming his learning difficulty. Plus he learned quite good English when they lived 3 months in Africa.
I recently encountered a young man who was finishing his primary school. He had a hearing impairment and used a hearing device. He wanted to study a social field, and this spring he would make the choices concerning his future studies. The doctor had recommended him an ear implant, which would improve his hearing and his career prospect. However, the boy refused, fearing that the operation may cause permanent damage. The doctor had explained that the operation was very quick and safe, and would significantly improve his quality of life, but the boy wouldn't budge. The parents were shattered and the doctor probably felt sorry for the boy, but he had to respect his will. I think the teenage boy just wanted to exercise his will and make his own choices, because maybe he hasn't had that much choice in his life. I wonder what an impact the small operation would have made to the boys working life and the future. The stubbornness may cost several employment opportunities, since in the current condition the young man could hear very little and had to rely on sign language. Anyway, he could always change his mind later, but the more time will pass, the less the operation will help him. I hope he would rethink his decision. This example shows how even the special-need students are individuals with individual needs, preferences and dreams. Some of the choices the make may not be in their best interest, so highly skilled and experienced teachers and mentors are crucial. In this case, two of the boy's teachers were present, but of course they cannot make someone change their mind.
Sources: * Laki ammatillisesta koulutuksesta (630/1998)
** Asetus ammatillisesta koulutuksesta (811/1998)
*** http://merjaritva.wikispaces.com/erityisopetuksen+lait
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