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[{"key": "dc.contributor.author", "value": "Vuori, Kaisa", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2014-06-03T07:14:26Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2014-06-03T07:14:26Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2014", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1436234", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/43605", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Vuori, Kaisa (2014). Erityist\u00e4 tukea tarvitseva oppilas yleisopetuksen liikuntaryhm\u00e4ss\u00e4: oppilaiden ja opettajien kokemuksia. Liikuntakasvatuksen laitos, Jyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu \u2013tutkielma, 60 s., 4 liitett\u00e4.\r\n \r\nPro gradu \u2013tutkielmani tarkoituksena oli selvitt\u00e4\u00e4 erityist\u00e4 tukea tarvitsevien yleisopetuksen liikuntaryhm\u00e4\u00e4n integroitujen oppilaiden kokemuksia liikuntatunneista. Lis\u00e4ksi selvitin, miten opettaja kokee opetusty\u00f6ns\u00e4, kun liikuntaryhm\u00e4ss\u00e4 on integroitu oppilas. Tutkimus on laadullinen tapaustutkimus ja ty\u00f6n tieteenfilosofinen l\u00e4ht\u00f6kohta oli fenomenologis-hermeneuttinen. Tutkimusaineisto ker\u00e4ttiin haastattelemalla kolmea liikunnanopettajaa ja kolmea yleisopetuksen liikuntaan integroitua yl\u00e4koulun oppilasta Etel\u00e4-Pohjanmaalla. Haastattelut kestiv\u00e4t 10-20 minuuttia. Haastatteluiden analysoinnit toteutettiin sis\u00e4ll\u00f6nanalyysill\u00e4.\r\n \r\nOpettajat suhtautuivat my\u00f6nteisesti integraatioon. He kokivat saaneensa tarpeeksi tukea opettamiseen, eiv\u00e4tk\u00e4 kokeneet opetuksen hankaloituneen integroidun oppilaan my\u00f6t\u00e4. Opettajat n\u00e4kiv\u00e4t integroinnista koituvan selkeit\u00e4 etuja sek\u00e4 integroidulle oppilaalle, ett\u00e4 my\u00f6s muille oppilaille esimerkiksi suvaitsevaisuuden oppimisessa. Tutkimuksessa havaitsin my\u00f6s, ett\u00e4 integraatiota toteutettiin hyvin eri tavoin: toisessa koulussa integraatiossa oli selke\u00e4sti n\u00e4kyvill\u00e4 ajatus inkluusiosta, toisessa taas ei, vaan integraatio oli l\u00e4hinn\u00e4 fyysist\u00e4.\r\n \r\nHaastatellut oppilaat suhtautuivat liikuntaan my\u00f6nteisesti ja kokivat kuuluvansa liikuntaryhm\u00e4\u00e4n. Toisaalta vaikeaksi asiaksi koettiin j\u00e4\u00e4minen toiminnan ulkopuolelle opettajan eriytt\u00e4misk\u00e4yt\u00e4nt\u00f6jen vuoksi, mik\u00e4 n\u00e4kyi etenkin yhden oppilaan vastauksissa. Tutkimukseni mukaan oppilaille t\u00e4rkeint\u00e4 liikuntatunneilla n\u00e4ytt\u00e4isiv\u00e4t olevan kaverit. Kannustaminen ja avustaminen n\u00e4ytt\u00e4ytyiv\u00e4t oppilaiden vastauksissa my\u00f6nteist\u00e4 ilmapiiri\u00e4 synnytt\u00e4vin\u00e4 tekij\u00f6in\u00e4. Vaikka oppilaat kokivat yhteenkuuluvuutta liikuntaryhm\u00e4ss\u00e4, eiv\u00e4t he kuitenkaan olleet kavereita yleisopetuksen oppilaiden kanssa. Poikkeuksen muodosti yksi oppilas, joka vietti vapaa-aikaa yleisopetuksen oppilaiden kanssa.\r\n\r\nOpettajien vastaukset ilmensiv\u00e4t sit\u00e4 tosiasiaa, ett\u00e4 Suomessa ei viel\u00e4 ole selke\u00e4\u00e4 ja yhten\u00e4ist\u00e4 tapaa toteuttaa integraatiota. Opettajien ja koulujen k\u00e4yt\u00e4nn\u00f6t integraatiossa sek\u00e4 liikuntatuntien eriytt\u00e4misess\u00e4 vaihtelivat suuresti. Koska oppilaille t\u00e4rkeint\u00e4 liikuntatunneilla n\u00e4ytt\u00e4isiv\u00e4t olevan kaverit ja heid\u00e4n kanssaan tapahtuva yhteisty\u00f6, tulisi opettajan edist\u00e4\u00e4 my\u00f6nteist\u00e4 vuorovaikutusta ryhm\u00e4ss\u00e4, joissa oppilailla on mahdollisuus toimia ryhm\u00e4ss\u00e4. Oppilaalle on t\u00e4rke\u00e4\u00e4 kokea kuuluvansa ryhm\u00e4\u00e4n ja olla hyv\u00e4ksytty ryhm\u00e4n j\u00e4sen. Opettajan toiminnalla on vaikutusta oppilaiden yhteenkuuluvuuden tunteeseen: Tutkimuksessani oppilaat, jotka pystyiv\u00e4t osallistumaan kaikkeen toimintaan tunneilla, arvioivat my\u00f6nteisimmin ryhm\u00e4\u00e4n kuulumista. Kokemus siit\u00e4, ett\u00e4 j\u00e4\u00e4 ryhm\u00e4n toiminnan ulkopuolelle, oli oppilaalle vaikea asia.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Kaisa Vuori (2014). Pupil with special needs in general teaching group: Pupil\u2019s and teacher\u2019s experiences. The Department of Sport and Sciences, University of Jyv\u00e4skyl\u00e4, Master\u00b4s thesis, 60 pp., 4 appendices.\r\n\r\nThe purpose of my Master\u2019s thesis was to examine pupils\u2019 experiences about physical education (PE) lessons where pupils with special needs were integrated into general teaching group. In addition teachers\u2019 experiences about teaching a group where pupils with special needs were integrated were studied. Research is qualitative case research and its scientific background was phenomenological. Data of the research was gathered by interviewing three PE-teachers and three pupils with special needs in general teaching group in southern Ostrobothnia. All the interviews took about 10-20 minutes. Content analysis was used to analyze the interviews.\r\n\r\nIn my research teachers had a positive attitude about integration and in their opinion they had enough support for teaching and pupils with special needs did not make teaching more complicated. Teachers saw clear advantages about integration for integrated pupils, but it was also seen positively for other pupils in terms of increased liberality. I also noticed in my research that integration was organized in very different ways even in the same municipality; at one school inclusion ideology was clearly visible whereas in another it was not, although integration was physical. \r\n\r\nInterviewed pupils had positive attitude about PE and they felt belonging to the PE group. According to my research the most important thing during the PE lessons were the friends. On the other hand teacher\u2019s actions led to feeling of being outsider in the group, especially for one of my interviewed pupil. In pupils\u2019 responses, cheering and helping each other were the things that had positive effect for the atmosphere. Even though pupils felt belonging to the PE group they were not friends with the pupils from general teaching group. One pupil made an exception by hanging out with pupils from general teaching group in his spare time.\r\n \r\nTeachers\u2019 responses supported the fact that in Finland there is not explicit and common way to carry out the integration in education. Teachers\u2019 and schools\u2019 methods of integration and differentiation in PE alternated greatly. Because the most important thing for pupils during PE lessons seems to be friends, teacher should encourage positive interaction in the group. It is important for a pupil to get a feeling of being part of the group and to be acceptable member of it. Teachers\u2019 actions might have effect on the feeling of togetherness because in my research pupils who were able to take part in all action during the lessons were also more positive about belonging to the group. Having a feeling of being outsider in the group was a difficult issue for the pupil.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Kaisa Vuori (kaemvuor) on 2014-06-03 07:14:25.958092. Form: Pro gradu -lomake (1 tekij\u00e4) (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake-1-tekijae). 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