Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Transitions to adult life: listening to the voices of teachers and
students with special educational needs from vocational education settings

Dr Leena Kaikkonen
Vocational Teacher Education College, Jyväskylä Polytechnic, Finland
leena.kaikkonen@jypoly.fi

and

Prof Richard Rose
Centre for Special Needs Education and Research, University College Northampton, UK
richard.rose@northampton.ac.uk

Abstract

This paper considers a critical period in the lives of young people with special educational needs as they transfer from educational provision to adult life. Drawing upon research conducted in the Baltic States, the session will be used to explore the perceptions of both students and teachers from vocational education settings who are facing life in a fast changing society. The creation of conditions to support a more inclusive approach to education and training has been established as a priority. However, some teachers have apprehensions regarding their own lack of experience and skills in managing pupils who are described as having special educational needs. The procedures which have been put into place to support these colleagues in gaining confidence and to develop approaches to creating a more inclusive learning environment will be explored. Consideration will be given to the ways in which young people with special educational needs who have experienced vocational education courses perceive this experience and are beginning to influence change in the education system.

The paper will suggest that there are emerging models of good practice in the provision of continuing professional development for teachers working in vocational education, which are already beginning to impact upon the quality of provision. It is further suggested that by listening to the opinions of young people within vocational education, teachers and others can gain insights and understanding, which, enable them to develop new policies, and practices which will ultimately support the development of inclusion. Data will be presented which indicates how in a relatively short time progress has been made towards the provision of a more equitable vocational education system. The researchers will also discuss the focus of an emerging research agenda and will outline possible ways forward for development of this critical area.

INTRODUCTION

The concept transition is generally used when describing change processes which might be political, economical, societal or psychological in their basis. Within education the word ‘transition’ is often used to refer to phases in which the learner moves from an educational level to another. Transition might therefore mean various phases in lifetime when moving from kindergarten to basic school, from basic school to vocational school or from vocational education to working life. Besides transition between different levels they can also occur within one phase of education, such as when a student moves within his vocational education from school to working practice, or ‘on-the-job-learning’ - sessions.

At the beginning of the 21 st century transitions have become an issue of considerable concern for all. This is due to rapid changes, which have been witnessed, in global systems, and a realignment of societies and the pressures of gaining working life qualifications which raise continuous challenges for learning for many individuals. As a consequence, we all are ‘condemned’ to be life-long-learners and we face these transition phases throughout our life. This is an issue, which has been largely discussed from a European perspective as the ideas of lifelong learning have also been defined to be the goals of improving practice within the educational systems and providing opportunities for learning on several levels. It sets a requirement for educational and career counselling which further challenges educational systems and the skills of educational staff at all levels of provision.

This means that all teachers increasingly faced with situations where their students with various ethnic backgrounds, of all ages and having diverse educational backgrounds, life situations and work-experiences are in the need of range of educational support within educational settings and when moving between educational levels. The growing demands for equal educational rights inevitably strengthen the requirements for the development of the s kills of the teaching and counselling staff. They are asked to meet he individual needs of all learners emerging from diverse reasons and counselling them accordingly. (Maunonen-Eskelinen, Kaikkonen & Clayton 2005.)

This challenge in context with the phases of transitions is easily understood when digging deeper into some of the definitions given for this phenomenon. For example, on the website of an EU-funded project called Sentra, which invited teachers and other educational staff all over the Europe to consider transitions, those involved define the concept as follows:

Transition is a term used for the systematic passage or "bridge" between school and adult life for students with social and special needs. Transition refers to planning and services that are needed to prepare youth with special or social needs or with learning difficulties for moving smoothly from school to school or to adult living, learning, or earning roles in the community after leaving post-compulsory education. This process includes instruction, community learning experiences, or support services to develop skills, knowledge and abilities and other strategies to address post-school living, learning or working needs. It may also include assistance in making applications prior to leaving school for services from community agencies, colleges, or employment. Employment is just one part of adult living. Transition plans should also include goals related to community participation; social relationships; post-secondary educational training; and social, recreational, and independent-living-skill instruction and assistance. (www.sentra.ws.)

This definition is helpful in identifying a number of challenges currently presented to teachers working with young people at this stage of their development. Soriano (2002) suggests that transition from school to adult life, and particularly into employment may be further discussed in terms of three main ideas centred upon:

Process – in sense of the preparatory work required and period of time necessary for transition;

Transfer – moving from one educational level or life step to the next;

Change – in terms of personal as well as professional situations.

(Soriano 2002 p.9)

It is essential to keep these three strands in mind when discussing processes of transition and to recognise that whilst schools or colleges may be developing effective skills to support the development of educational and professional skills, there remains an essential personal element which must not be overlooked. Indeed for many students with special educational needs, issues surrounding the ability to form relationships or adjust with confidence to a new situation may prove to be an obstacle to effective transition as much as the acquisition of specific work related skills. Indeed for some students with SEN issues of social isolation and a lack of opportunities to engage in meaningful social engagements outside of a narrow group of people of similar needs has inevitably had a detrimental impact during critical transition periods in their lives (Wagner et al 1993, Hirst and Baldwin 1994). Research conducted by Polat et.al. (2001, 2002) indicated the importance of attempting to provide an inclusive learning environment which would increase opportunities for the interaction of students with SEN with their peers. Their study revealed considerable differences in social life style between those students with SEN attending special provision and that of their counterparts in mainstream education. These researches reveal the significant influence upon aspirations towards independent living which can occur in students who experience different learning situations. They argue that the status of adulthood cannot be achieved simply through a transition from school to working life. It is rather dependent upon the development of increased independence, the ability to form meaningful relationships and to function successfully as a social being. Preparation for such a state is likely to be dependent upon the support of teachers who not only understand the professional field they are teaching for, their subject and have a good range of pedagogical strategies, but also appreciate the ways in which they may foster the personal and social development of the individual.

The need for careful transition planning in order to support the progress of students with special educational needs has been well documented (Broomfield 1998, Ward et al. 2003, Smart 2004). Broomfield (1998) emphasises the need for planning for transitions to begin early in the education process. Leaving such consideration until the later years of schooling often results in the identification of difficulties experienced by students which would benefit from prolonged attention. If this process begins too late it is difficult to provide adequate remediation. Ward and her colleagues (2003) indicate the need for taking a holistic view of transitions. In particular they suggest that the need for effective communication between all parties concerned, including parents/carers, the students themselves and any potential employer is key to ensuring that transition is an effective and supportive process. Periods of transition are often associated with increased stress and anxiety. Careful planning which involves all parties can alleviate some of the difficulties, but this will only happen when professionals have sufficient understanding of young people with special educational needs and the challenges which they face, and have developed appropriate strategies for their support.

The educational challenge of transitions is emerging from the philosophy of educational equality as included into theeducational regulations of most European countries and as manifested through the ideas of inclusive education contained in the Salamanca statement (UNESCO1994). The Salamanca resolution makes it clear that access to education for all is a vital part of the concept of a modern democracy. This means that being a democratic society includes carrying into praxis the idea of everyone to having the possibility to obtain an appropriate education. More and more often this seems to include a growing number of practical challenges for educational systems to support learners with special educational needs (SEN) in their accession processes, including those involved in transitions. Dee (2000) has stressed the importance of recognising that a period of transition from formal education to post-school life often produces a period of uncertainty in the lives of students, including those who do not have special educational needs. Some young people with SEN have been described as unrealistic in their aspirations and are regarded as having a false image of their own abilities. Dee suggests that this is often the case with young people who do not have SEN and that fantasising should be regarded as a standard part of the reasoning process in young people who are trying to come to terms with a significant period of change. Teachers working with young people at this time of their lives need to appreciate that students require time to assess their own needs and potential and that this is best achieved in a supportive environment by teachers who understand the needs of individuals and have the skills to encourage them to assess themselves.

It should not always be assumed that those teachers who have successfully managed transition programmes over a period of time will always have the necessary skills to ensure similar successes for students with SEN. The individual characteristics of pupils and the nature of their needs will invariably impact upon the procedures, which need to be adopted in order to provide effective support (Florian et al 2000, Polat et al 2002). Teachers need support in learning to understand how the varying learning, social, emotional or behavioural needs of specific students are likely to impact upon their adaptation to potentially stressful periods of transition.

The growth in demand for equal educational rights inevitably strengthens the desire for the development of each teacher’s skills for meeting the individual needs of all learners. With a new concentration upon the needs of students with SEN and their transitions, there seems to be some uncertainty with regards to what the development of these skills might mean for teacher education (Mittler 2000).

Therefore, in this paper we intend to focus on transitions from the point of view of learners having special educational needs but also by considering the challenges transitions bring for development of teachers’ skills. However, our aim is not so much in considering this as a universal issue but instead do it through raising experiences of promoting this in one practical initiative taken within the Baltic countries. For a starting point we will provide some description of this initiative to enable the reader to understand the context in which the forthcoming results emerged. Our main intention is to review transitions from the point of view of vocational education and training through listening the voices of students with special educational needs and their teachers gathered in study conducted in relation to this initiative in Estonia.

CASE: Estonia

Since gaining their independence in 1991 the Baltic countries have put their efforts to promote their school system towards equal educational rights and opportunities. A number of recent writers (Kugelmass and Galkiene 2003, Kõrgesaar 2003) have provided evidence of a relatively rapid period of change towards embracing an education system, which recognises the rights and potential of students who have previously been marginalized. These writers tend to emphasise the momentum which now exists in moving towards a more inclusive education system and the need to support teachers who have shown a commitment to sustaining and building upon these developments.

In Estonia legislation has affirmed the rights of all students, regardless of need or ability to receive an education within the state system (Tiit and Eglon 2000). Major legislative changes in this area had already been made more than a decade ago, and important changes have occurred in the last few years in the area of education for students with special educational needs by several judicial acts at the different levels of education: pre-school, mainstream, secondary, higher and vocational.

Estonian general legal policy has established a legislative framework for equal opportunities for people with special needs and this has resulted in a trend in special education towards the inclusion of students within mainstream and vocational schooling. However, newly introduced educational practices which followed this legislation have been restricted in their impact. Rather than radical change, schools have witnessed modification of earlier practices which have not fully addressed the need for a move towards more inclusive education. A gap between legislation and services in special education remains as a cause for some concern (Special education in Estonia anno 2003, 2004).

However, initiatives have taken place in order to change the practice to be more inclusive. One of them was done within the turn of the millennium in cooperation by the Ministers of Education in all Baltic countries and the Nordic Council of Ministers for promoting the idea of ‘A School for All’ in the Baltic States. In Nordic countries the idea of inclusive education is often presented through the concept “A school for all”. This means that compulsory school has to be arranged so that it is equally appropriate for all pupils, regardless of capabilities, opportunities and needs: pupils should be given the maximum opportunity for optimal development. This can take place on conditions where the pupils’ participation and fellowship is highly valued and where the well-educated staff can offer support and guidance. In the case described here all the counterparts involved expressed their interest in forming co-operation within the field of special needs education. Accordingly, Nordic and Baltic countries put their efforts together in a three year project called “Development of A School for All – Nordic-Baltic Co-operation in Special Needs Education” financed by the Nordic Council of Ministers. (Nordic Council of Ministers 2004.)

The overall objective of the project was to support competence development at different levels, with a view to increase the possibilities for pupils in need of special support to receive a high quality education within the ordinary school system in Estonia, Latvia and Lithuania. The project was designed as an umbrella programme with ten subprojects to be implemented during the period 2000-2002, which was later extended until 2004. The focus in the whole umbrella project was on three main areas i.e.

• Transition - Facilitating the inclusive transition of students with special educational needs from basic school to vocational school.
• Teacher Training - Preparing teachers for work with children with special needs in ordinary and special schools
• Co-operation - Development of a model for regional co-operation in special education.

Accordingly, and based on the national level decisions in each Baltic country, the three main projects were the Transition project in Estonia, the Teacher Training project in Latvia and the Co-operation project in Lithuania. In addition two minor projects were elaborated in each country on the themes not chosen for the main project. The tenth project was so called basic project for co-ordination, implementation, monitoring and evaluation for the whole umbrella project. (Nordic Council of Ministers 2004.)

In this presentation we will use this initiative as an example of viewing transitions from the point of view of vocational education and training. In particular this will be examined through presenting the voices of vocational teachers and their students with special educational needs through a study conducted in relation to Estonian main project called ‘Transition’.

The importance of listening to the voices of students with special educational needs has been clearly articulated in recent years (Kenny et al 2000, Shevlin and Rose 2003). In order to understand how the policies and procedures implemented within education systems, it is essential that researchers engage with service recipients in order to gain insights and to measure the impact of interventions. Students and teachers who are experiencing educational transition are well placed to inform teachers and managers of those approaches which either support or inhibit progress towards a successful system of support. In research such as that reported here, which claims to support the promotion of a more equitable education service, it is necessary to ensure that the views of ‘actors’ within this service are placed at the forefront of discussions

In the following chapter we offer the reader a short description of the Estonian Transition project to make the results to be described later to be more understandable.

Transition project in Estonia

The principles of educational equality have been clearly written into Estonian educational legislation. The laws state among other things that all pupils have the right for education at their neighbouring school. Additionally, there is a promise that on completion of basic education all children should be afforded the opportunity to receive vocational education according to their wishes and in line with their needs or abilities. At the beginning of this century these principles have been defined to be the goals of improving practice within the Estonian education system.

Accordingly, these intentions emphasise the issue of the level of teachers’ skills to face the challenge of educating all learners with and without SEN within their classrooms. Concerning teachers’ skills and knowledge there is now a widely approved recognition of the fact that full rights to education for all will only be fully realised when teachers are trained to meet the specific needs of all students.

This fact was also one of the starting points of Estonian Transition project which examined the issues from two perspectives. Firstly, Estonian educators considered it important to focus on transitions in order to prevent pupils with SEN from dropping out from the Estonian educational system and secondly, they saw the necessity to promote a continuation of the educational career of these students within vocational education settings. Behind these considerations there existed two issues which were generally held to be in need of change. It had shown that comprehensive school teachers lacked the knowledge of different opportunities available for pupils with SEN on vocational education level and that they were therefore not able to support pupils with SEN in moving forward in their education and within the existing educational system. However, it could also be seen that the teachers in vocational school had insufficient professional knowledge and skills to adequately meet the needs of students with SEN in vocational training, or in supporting their transition to working life. Identifying a way forward towards addressing these particular issues was also raised as the core goals for the Transition project.

It is worth emphasising that while striving towards these goals in the project implementation the main principle was to hear the ‘voices of ordinary teachers’. This bottom-up approach is nowadays considered to be one of the leading principles in educational improvements. Decisions are not made without taking into account the grass root level actors. It is also considered an important approach concerning the education for all students and the development of schools.

The Transition project involved over 30 teachers, most female, from across Estonia. Participants represented all ages and their qualifications and experience varied considerably. Some of them had a long experience in working with pupils and students with special educational needs, while some had hardly any experience. All participants were working within their schools in their day to day employment, this included work in comprehensive schools, vocational schools, and special schools in both levels or in county level organisations. Both Estonian universities (in Tartu and Tallinn) were also represented and the process was coordinated in national level by The Estonian Ministry of Education.

Promoting teachers’ skills

It has been largely assumed across the Europe that by taking into account the rapid changes in societies and in working-life as well as the individuality of learners and recognising the realities of their diverse life situations, teachers will be addressing a more complex task than that suggested by current approaches to teacher education. In teacher in-service training programme provided in Transition project, it was anticipated that teachers working on transitions would face questions that would challenge them to change their current practice or to see their work differently.

Although the starting point within Transition project and through the in-service training programme provided was to train teachers to work with learners with diverse learning difficulties and first and foremost with their transitions, it was not considered to be simply training in special educational needs. A strong focus of the training was upon providing every teacher with an understanding of more overall questions of learning and teaching in their current practice, as opposed to a concentration upon teaching approaches specifically aimed only at special needs. The training provided was described as being in pursuit of reflective teachers who would be able to promote the development of pedagogical actions which took full account of both their learner’s needs and their social backgrounds and context as well as the wider contexts of influencing to educational settings and provisions.

In so doing there was an acknowledgement that knowledge itself would not solve the problems. Such understanding is needed but more crucial issue is that of how this knowledge is transferred to everyday practice of the teachers and schools and how it would change existing approaches. Accordingly, it was seen as important to use active learning methods and learning tasks. Additionally, it was taken as a starting point that the chosen learning should be strongly connected with ‘real life’ situations to which teachers would easily relate.

It was considered that these kind of tasks would also increase motivation and commitment of the participating teachers: Learning tasks were not only ‘tasks for doing tasks’ but through them each teacher was really able to focus on questions important in development of their own organisations. The learning tasks were to improve learning of an individual teacher but also their action and practice in their everyday situations. The processes being developed were perceived as being important not only to the implementation of the transition procedures but also to the practice of the schools in wider perspective.

Each of the teachers had two main tasks. They had to choose one student whose transitions they were to plan and organise, and also they had to make a plan how the issues of transitions should be organised within their school as a whole. So, they had to concentrate on one individual student in depth, but also develop the practice for the whole school in finding answer to a question: How will we within our school act to support transitions of our students? This meant doing things in practice but also finding more general level background information as basis and justification for their actions. In addition, teachers’ own growth was supported with tasks in which they had the possibility to reflect on their own prejudices, attitudes, roles and their personal ways of thinking when working with students with SEN.

The implementation of the training sessions within Transition project was organised according to nowadays modern understanding about constructive learning. This meant that the training took into account the needs of the participating teachers and their schools. Contents for the seminar sessions followed the learning process of teachers; their questions, problems and proceedings were discussed and supported by both Estonian and Nordic partners’ input. Seminars were not only for transferring information but working on the real problems the teachers had when implementing transitions within their schools. This meant that the content for learning was ’found’ from the practice and the real problems being experienced. The main idea was to promote development of ’learning organisations and working practice’ not to focus on ready-made solutions.

In the next chapter we will describe the usage of these learning tasks of the teachers as our source besides the actual research data to broaden the picture of Estonian teachers’ perceptions of transitions.

STUDY: Teachers perceptions of transitions

At the time of the Estonian Transition project was about to end the representative of the Estonian Ministry of Education raised a question about surveying Estonian vocational teachers’ attitudes about inclusive education in larger scale than with the teachers participating in the project.

The research was started as a trans-national cooperation of Estonian, English and Finnish academic researchers. The results described here in this chapter are part of this larger research which was undertaken with two main purposes in mind. Firstly, to ascertain how teachers working in vocational schools in Estonia perceived the moves towards the inclusion of students with special educational needs into their schools following the implementation of national legislation. Secondly, to assess whether training provided to a small cohort of teachers from vocational schools had significantly impacted upon their perception of special needs related issues and to gauge whether their attitudes and perceptions differed from those of teachers who had not experienced this training.

In order to gain such information it was adjudged most appropriate to use survey methods, which would obtain data that was both qualitative and quantitative in nature. The survey was constructed to be based both on questionnaire and interview methodologies.

Data collection

Data was collected through survey methods using a questionnaire and semi-structured interviews. The initial questionnaire survey was sent to teachers in all Estonian state owned Vocational Schools (N = 46), 5 copies to each. Responses were received back from 29 schools (63%). In addition questionnaires were sent to 2 vocational special schools and one vocational rehabilitation centre and responses were received all of these three institutions. All in all, responses were received from 121 vocational teachers.

 The questionnaire considered different themes related to inclusive education, like teacher experiences in respect of both their general teaching experience and of working with students with special educational needs; the levels and type of training related to special educational needs, if any, that each individual teacher had received, and sought further information about training needs; and expectations and attitudes towards the inclusion of students with special educational needs in mainstream vocational education classes. One of these themes, and in the focus of this paper, was arrangements of transitions of students with special educational needs and teachers’ needs of training in this area. It was anticipated that the initial questionnaire survey would gather information, which could be used to examine influences upon attitudes and beliefs and also to generate both quantitative and qualitative data, which could be built upon through the second phase of the research.

This second phase of research was based upon semi-structured interviews with a smaller sample (N=10) of vocational teachers. These were self-selecting, having been asked through the questionnaire if they were willing to be interviewed as part of the research process. Interviewed persons were chosen so that half of them had undergone the training in project and other half not. All interviews were audio recorded and transcribed prior to analysis. The interviews, all of which were conducted in the respondents preferred language were used to expand upon issues raised within the initial questionnaires and to generate further qualitative data which both verified and built upon that obtained through questionnaires.

In addition to the actual research data some supplementary data related to the Transition project implementation has been benefited. This includes some data about teachers’ viewpoints of the project results and some other general information of the project results as described in the final report of the project.

Moreover, some data which was gathered from the participating teachers a year after finishing the project and related to final evaluation of the whole umbrella project is included. This was acquired from all the 28 graduated Estonian project participants were sent an email and asked to answer to two questions concerning the situation of their case student and about the main benefits of the Transition-project for themselves as teachers.

This information is included in order to widen the perspective achieved by the survey with the practical actions which were taken within the in-service training provided for some of the vocational teachers and as experienced by these participants themselves. Furthermore, we will provide this follow-up information of the transitions made within the project with the purpose of discussing the sustainability of the project activities but also to see the practical point of view of implementing transitions.

The more precise presentation of the results is provided at the conference session.

References:

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