Using the NeliMaali-teaching method to include all learners
15.01.2013 | | Oulu | Finlande
Thématiques du réseau: Education secondaire
Résumé
This example is about to see and experience inclusive curriculum in practice in Finland. We have created an inclusive teaching method that can be applied from early childhood education to elementary school-aged children. Model is named “NeliMaali-teaching method”. The word NeliMaali is Finnish language and means a form of Finnish baseball. The game has the same idea as our co-teaching method. The letter N refers to the teacher’s role as a “Navigator” in the pupils’ learning process. Letter M comes from Finnish word “monikanavaisuus”. It means organized sensory-based teaching including our view of learning styles and action learning.
Project object:
NeliMaali-method has been developed in northern Finland, by teachers Virpi Louhela and Sari Koskenkari. The policy supports schools in our city by developing inclusive education in teaching practices. Past few years there have been administrative changes in the Agency of Education in Oulu. The local Support Service Center of student’s special needs in Education has been established. The role of special schools is changing towards providing consultancy services and expertise. Moreover, the special education pupils’ right to have education in their nearest school has been strengthened. Metsokangas Comprehensive School started organizing education for all children in their own neighbourhood school in Autumn 2009. Before that change, diagnosed children had been transported to special schools. At the moment, these practical methods and developing focuses on an inclusive class (as a case group) in Metsokangas Comprehensive School.
Méthodologie
In the beginning of the 21st century teachers collected research material from physical education for Virpi Louhela’s research work in the University of Oulu. The main principles of the method were implemented. Teachers continued working in Metsokangas Comprehensive School and the development continued with a case group of children. During last year teachers’ pedagogical view, the theoretical background of NeliMaali and didactical drills for different school subjects were completed. The theoretical background of NeliMaali supports research on social constructivism, action learning, sensory-based learning and the ethical idea of inclusion.
Objectif
There are 22 second grade pupils and seven special education pupils together in a case group and they are taught by the classroom teacher and the special education teacher using the co-teaching method. Four of the pupils with special education needs have severe intellectual disabilities (i.e. Down syndrome) and they use alternative communication methods (pictures and sign language). Three of special education pupils have different kinds of learning problems (including problems with communication and understanding).There are two special needs assistants assisting and supporting these pupils by giving them all practical help they need.
Innovation de bonnes pratiques
NeliMaali-teaching method has proved that the teaching of diverse learners together is possible. By facilitating sensory- and learning style -based teaching drills and practices it is possible to teach all children in the same group. When the learning is based on action learning (using one’s body and all senses as a concrete learning tool) can teachers individualise diverse learners’ learning goals appropriately (i.e. children with disabilities or more able and talented children) Cooperative teaching-techniques benefits both children and teachers well-being. One of the main points to achieve inclusive education is the special teachers’ and classroom teachers’ shared expertise. When teachers plan and arrange common group and special group teaching together they can simultaneously be responsible for the mainstream pupils and their part-time special education. This means that special teachers will be able to provide consultative support and teaching resources for minor learning difficulties, such as reading or writing problems or difficulties in math. At the same time classroom teachers will support special pupils in those school subjects where they might be able to achieve the goals of common education curriculum. The first challenge was to find a county or a city and a school where people wanted to support this kind of development work. As the policy background and atmosphere of administration was supportive and developing in the city of Oulu, it was reasonable to start the work here. The second challenge was to decrease parents’ worries and to work in close cooperation with them. Our aim to combine the special class and the common education class increased the worries especially in the minds of the parents whose children were good at school.
Réalisation de bonnes pratiques
The key outcome was that inclusive education in practice is possible and it promotes better learning results and skills amongst all children, including those who have special needs but also more able and talented children. In the same manner this method improves better social skills in an inclusive learning environment. Organizing part-time education as a natural part of every school day is re-targeting school resources in a rational way. The teachers’ shared expertise also increases adults’ and pupils’ well-being at school.We wanted to encourage teachers, parents and policy makers towards inclusive education in action by creating the teaching model that will help teaching practices. We also wanted to show that inclusive education and cooperative working models will save costs.
Partenaires du projet et autres intéressés
- Metsokangas Comprehensive School - Support Service Center of student’s special needs in Education - University of Oulu (Virpi Louhela is a member of examine group “Children Tells, who Listens”.) - Nothern Ostrobothnia Sports Federation (PoPLi ry)
Évaluation
We hope changes in the Finnish teaching culture in the near future. Our school system has good PISA-results, but at the same time our country is one of the leading countries in Europe in the amount of provided special education support. Moreover, Finnish pupil satisfaction in schools is alarming low. Different kinds of mental and emotional problems are increasing. Besides, only 1/3 of our children does enough physical exercise to become a healthy adult. Children spend in average six hours per day watching the TV, working on computer or playing video games. This has an impact on our children physical and emotional well-being. Something has to be done and the school system is an important part of the responsible sectors for change. At this point of development there are a couple of students doing their master’s thesis in our inclusive class. They have been observing the method in practice.
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