G5 Doctoral dissertation (article)
Kehitysvammaisten oppilaiden opetukseen liittyvä pedagogiikka tutkimuksissa, HOJKS-asiakirjoissa ja oppituntien arviointitilanteissa (2023)
Teaching of students with intellectual disabilities in research, IEP documents and assessment situations

Räty, L. (2023). Kehitysvammaisten oppilaiden opetukseen liittyvä pedagogiikka tutkimuksissa, HOJKS-asiakirjoissa ja oppituntien arviointitilanteissa [Doctoral dissertation]. Jyväskylän yliopisto. JYU dissertations, 653. http://urn.fi/URN:ISBN:978-951-39-9623-9

JYU authors or editors

Publication details

All authors or editors: Räty, Lauri

eISBN: 978-951-39-9623-9

Journal or series: JYU dissertations

eISSN: 2489-9003

Publication year: 2023

Number in series: 653

Number of pages in the book: 1 verkkoaineisto (103 sivua, 12 sivua useina numerointijaksoina, 46 numeroimatonta sivua)

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish; Finnish Sign Language

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-9623-9

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

This doctoral dissertation examines the teaching of students with intellectual disabilities from various perspectives. This work consists of three sub-studies. The first sub-study examined recommendations for pedagogy given in international peer-reviewed research articles. The second sub-study investigated the pedagogical principles recorded by teachers in the IEP documents (Individual Educational Plan) of Finnish students with intellectual disabilities. The third sub-study examined how the teacher and teaching assistants used video recordings to facilitate students' self-assessment and the self-assessment expressions that students documented in their learning diaries in one Finnish special needs education class. The data were analysed using qualitative content analysis in all sub-studies. The pedagogical principles found in the sub-studies are compared with the evidence-based practices of teaching students with intellectual disabilities and the pedagogical model developed by Paul Black and his colleagues. Formative assessment is a central aspect of pedagogy that has often been neglected in pedagogical models; however, it is particularly significant when teaching students with intellectual disabilities. The findings showed many similar elements in the pedagogical principles of the second and third sub-studies as in the research-based principles. Almost all evidence-based practices were present in the pedagogical principles of the sub-studies but were not always directly named. The pedagogical principles in both the research articles and the IEP documents were often described in a way that did not provide sufficient information for the implementation of instruction. The pedagogical principles found in the study were often traditional and familiar decades ago. When evaluating the trustworthiness of the study, notably, the aim was not to describe the reality of pedagogy in general for teaching students with intellectual disabilities, but rather to describe how pedagogy appears in light of the sub-studies.

Keywords: people with intellectual disabilities; special education (upbringing); pedagogy; individual education plan; evaluation; doctoral dissertations

Free keywords: pedagogy; intellectual disability; research-based practices; individual educational plan; formative assessment

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023