Pedagogiset toiminnat erityisryhmissä ja oppimisympäristön laatu


  • Alisa Alijoki University of Helsinki, Finland
  • Eira Suhonen University of Helsinki, Finland
  • Mari Nislin University of Helsinki, Finland
  • Elina Kontu University of Helsinki, Finland
  • Nina Sajaniemi University of Helsinki, Finland


special group, erityisryhmä, learning environment, oppimisympäristö, intervention, interventio, pedagogy, pedagogiikka


This article examines the quality of learning environment in special groups and the pedagogical methods applied. This study involved about half (n=24) of the special groups in Helsinki. A structured observation instrument was used to evaluate the learning environment quality. The evaluation was conducted by consulting special teachers, trained by researchers. Pedagogical methods and their application were inquired from special teachers through an electric questionnaire, devised for the research. Overall, the quality of learning environment in special groups proved to be high. According to the assessments, activities and classroom facilities met the individual needs of children. The interaction between children and educators was found to be functional and the educators well-committed. The weakest estimates concerned the documentation of the follow-up of children. General pedagogical methods, described as versatile by special teachers, were emphasized in the activities of special groups. Interventions covered roughly one third of these activities and were mainly focused on the training of linguistic and motor skills. Social and emotional interventions were mentioned less frequently. However, the interaction- and emotional learning skills were often mentioned as an objective, as part of general educational activities.






Peer-reviewed articles