Ammatillisen koulutuksen opettajat ja inkluusio
Keywords:
vocational education and training, inclusion, teachers in vocational education and trainingAbstract
The aim of the study was to find out how inclusion is implemented in vocational education from the teachers’ point of view. Booth and Ainscow’s (2002) Index for Inclusion model was used in the data collection and analysis of the study, and the model was translated into Finnish culture and schools (Booth et al.,2005). The model opens areas of inclusion by extending the concept of inclusion to school culture, principles of inclusive policies and inclusive practices. Fifteen VET teachers aged 32-64 participated in the study. The interview material was analyzed by means of deductive content analysis. The study showed that there were strengths and challenges in the implementation of inclusion in all the dimensions of inclusion model. The development of more inclusive VET needs to be supported by a discussion of values and a common understanding of the culture, principles and practices that support inclusion. The results of this research can be used to develop inclusive VET and VET teacher education.
