COMPETENCE IN GUIDANCE AND SPECIAL PEDAGOGY

 

Competence goal 6.  

You understand the principles, methods and practices of guidance in higher education. 
Competence goal 8.  

You understand the importance of special support and student welfare services in education. 

 

Assessment criteria 

6a) You examine the principles of guidance in the teaching of your own field. 
6b) You will examine the use of guidance and accepted practices in the teaching of your own field. 
6c) You use your own experience, scientific literature or other reliable sources of information in your reflection. 
8a) You examine student welfare services and student well-being in the education of your own field.  
8b) You examine specific support measures in teaching and mentoring your own field.  

 

Educational equity

 

In Finland (and other Nordic countries) the educational system is based on educational equity. Educational equity not only provides students equal opportunity to study but also necessary access for support and resources in order to thrive and succeed.

 

Inclusion

 

In order for everyone to have the opportunity to participate equally in education, educational institutions and universities need to take into account accessibility of the study environment and studying.

 

In practice this means that students can

•        get teaching and guidance according to their own needs

•        participate in various activities and use various welfare services

•        move freely

•        use information technology, communication and learning materials necessary for studies

 

(Opintopolku: Esteettömyys, saavutettavuus ja oppimisen tuki – Opintopolku)

 

Guidance

 

Principles surrounding guidance in higher education:

 

•        The goal of study guidance is to promote the progress of the student's studies, including career guidance.

•        Students have the right to receive guidance throughout their studies.

•        Guidance is provided for all studies, also related to studying abroad and internships, as well as a personal study plan (HOPS) for drafting and updating.

 

(SeAMK degree rule)

 

In practice there are several bodies that look after student’s guidance during her studies. For example, at SeAMK, the following bodies take part in student guidance:

•        Study councellor

•        Study group leaders (ryhmänohjaaja)

•        Teachers

•        Head of degree programme

•        Student services

•        International mobility team

•        Student welfare office

 

All of the above have different role to play. Teachers guide the students through the courses and give assessment and feedback also. Study group leaders, together with study councellors are central in checking how students’ studies are advancing. Study councellors also help students with personalized study plans and suggests steps in case students wants to study faster or possibly slower than the typical intake group. Head of degree programme follows student feedback on courses and approves personalized plans in special cases. Student services team and International mobility team both guide students from their special expertise, say extended study time or exchange student related questions. Student welfare supports students in special cases like study clinics, social or health issues, giving information where to go and who to call.

 

This multidisciplinary approach to study guidance provides a safety network for students. Prompt intervention to starting problems should prevent larger incidents.

 

Accessibility

 

Equality Act and the EU Accessibility Directive requires institutions to  promote barrier-free and accessible higher education. When organizing education and guiding learning, the student's individual starting points and readiness to complete studies should be taken into account whenever possible. 

At SeAMK supporting accessibility in higher education can be seen in the following measures:

•        Clear info for students and staff on rules and measures in place surrounding accessibility issues

•        Continuous training for staff (esp. study councellors) on accessibility

•        Showing enough resources for accessibility issues

•        Digital accessibility training for staff (Law of offering digital services Laki digitaalisten palvelujen tarjoamisesta 306/2019 - Säädökset alkuperäisinä - FINLEX ®)

•        Training for staff on accessible documents

•        Mapping of study environment for physical accessibility every 3 years

•        Nurturing an environment that accepts different kind of learners

 

Supporting different kind of learners

It is estimated that some 11% of students suffer from learning difficulties. In reality this could be much higher and study councellors at SeAMK estimate that as high as 30% of each class (at SeAMK) are suffering from some kind of learning difficulties, eg.

•        Problems with reading and writing

•        Neuropsychiatric problems

•        Mental health issues

 

How can we support different kind of learners as teachers?

There are several ways how at institutional level and at teacher level we can help those students that need the extra support. Below I have listed

•        Reading tests

•        Variety of study arrangements and support meetings

•        Specialist teachers

•        Study psykologist

•        Study curator

•        Study councellors and right for personal study plan

•        Showing your competence in different ways

•        Student tutors

•        SeAMK Library: Celia support

With this help, student with eg. reading problems don’t have to feel alone with the problem, but study councellors/group councellors can send the student for a reading test and the results of the test can be taken into consideration when planning student’s assessment and timing for a study course.

 

Individual arrangements

Since the start of covid and extended online-learning period, increasing number of students have been suffering from fear of social situations. Studying eg at university of applied sciences includes a lot of team work and lots of presentations and this could be nearly insurmountable for some students. In this kind of situations teacher should consider alternative ways to show competence eg video presentations.

Teachers can also offer individual arrangements. Individual arrangements are individual learning support that student may need due to a long-term illness, disability or handicap. The basis for the arrangements can be, for example, physical or sensory disabilities, long-term illnesses, learning difficulties or mental health-related problems that make it difficult for you to study and the smooth progress of your studies.

Individual arrangements refer to practical arrangements that may apply to teaching, guidance or interrogation situations. Possible individual arrangements do not affect the course assessment. Individual arrangements can be, for example:

•        additional time in the exam or returning assignments,

•        computer use in the exam,

•        small group room or separate exam room,

•        alternative study methods

Yksilöllisillä järjestelyillä lisätukea opiskeluun | Opiskelijan ohjeet (helsinki.fi)

Varying assessment methods

With inclusion in mind, teacher should be aware of the possibility of varying assessment methods and how these can help different kind of learners:

•        Peer review

•        Self-assessment

•        Portfolio

•        Oral exams

•        Demonstration

•        Team-based learning

•        Learning diary

•        Podcasts, videos, pictures

Erilaisia arviointitapoja | Opetustyön ohjeet (helsinki.fi)

 

Digital accessibility

One shouldn’t forget accessibility when it comes to electronic materials. Below SeAMK’s recommendations for Digital teaching and also SeAMK Marketing’s guidelines for an accessible Powerpoint presentation.



Picture: SeAMK Digital Teaching recommendations

We also have instructions how to make our powerpoint presentations accessible.


Student Welfare

 

Student welfare Is not be taken slightly and has a clear into study progression. We have taken special steps at SeAMK in order to ensure student welfare.

·        Teachers and Student councellors are students’ first point of contact. In addition

·        Specialist teachers (reading tests), Student psykologist, welfare officer, student priest

·        FSHS – access to psykologists, psychiatrists

 

Also Tutoring and Mentoring programs have their place in ensuring that studies get to a good start and also that students about to graduate get the help they need from working life.

•        Student tutors helping new students

•        Digipeda-team supporting students

•        International office supports specifically foreign and exchange students

•        Mentoring program for graduating students

 

 

Sources:

Esteettömyys, saavutettavuus ja oppimisen tuki - Opintopolku

SeAMK tutkintosääntö

Laki digitaalisten palvelujen tarjoamisesta 306/2019 - Säädökset alkuperäisinä - FINLEX ®

Yksilöllisillä järjestelyillä lisätukea opiskeluun | Opiskelijan ohjeet (helsinki.fi)

Erilaisia arviointitapoja | Opetustyön ohjeet (helsinki.fi)

 

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