A1 Journal article (refereed)
Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa (2023)
Documenting multiprofessional collaboration and positioning team members in the learning and individual education plans drawn up from pre-primary and basic education

Kantele, P., & Vehkakoski, T. (2023). Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa. Kasvatus, 54(1), 5-19. https://doi.org/10.33348/kvt.127164

JYU authors or editors

Publication details

All authors or editors: Kantele, Pauliina; Vehkakoski, Tanja

Journal or series: Kasvatus

ISSN: 0022-927X

eISSN: 2737-0658

Publication year: 2023

Publication date: 18/02/2023

Volume: 54

Issue number: 1

Pages range: 5-19

Publisher: Suomen kasvatustieteellinen seura; Koulutuksen tutkimuslaitos

Publication country: Finland

Publication language: Finnish

DOI: https://doi.org/10.33348/kvt.127164

Publication open access: Not open

Publication channel open access: Delayed open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/85620

Additional information: Artikkelit
Artikkeli avautuu journal.fi-palvelussa 12 kk kuluttua julkaisemisesta.

Abstract

This study aims at examining the positioning of various specialists in the learning and school attendance documents drawn up from pre-primary and basic education. The research data consisted of learning plans and individual education plans (IEP) (N=114) which were analysed through discourse analysis. The specialists were positioned into five different positions: voiceless attendees, complementary support providers, experts, authorities and partners. The practices of documenting multiprofessional collaboration were varied, and the documents did not always follow the principles or goals of documentation defined in the national curricula. To improve the quality of the documents, it is necessary to increase teachers’ awareness of the benefits of documentation and efficient ways of documenting. In addition, the forms of the learning plans and IEPs should lead teachers into documenting, as much in detail as possible, the responsibilities of the team members of multiprofessional collaboration as well as the agreements on the support and pedagogical solutions.

Keywords: preschool education; primary and lower secondary education; forms of support; multi-professionalism; interagency cooperation; documentation; documents; individual education plan; discourse analysis

Free keywords: IEP; support for learning and school attendance; learning plan; multiprofessional collaboration

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 2