GUIDANCE AND COUNSELING PRACTICES IN FINLAND

Transcription

1 GUIDANCE AND COUNSELING PRACTICES IN FINLAND Liisa Metsola Development director Keskuspuisto Vocational College

2 Sisällys Introduction... 3 Keskuspuisto Vocational College... 5 Finnish education system... 6 Special needs education in Finland... 8 Basics on guidance and counseling... 9 Basic education Transition from basic to upper secondary education Guidance and counseling in general upper secondary schools Guidance and counseling in vocational training Education of guidance counselors Guidance and counseling in pre-vocational and preparatory and rehabilitative training for disabled Training process in the pre-vocational and preparatory and rehabilitative training for disabled.. 17 In practice the group teacher will carry the main responsibility of guidance and counseling activities during the pre-vocational year Case Keskuspuisto Vocational College Guidance and counseling processes at Keskuspuisto College Student satisfaction at Keskuspuisto Vocational College Conclusion Recommendations

3 Introduction The importance of the guidance and counseling services within education is recognized and measures to develop guidance and counseling practices on every educational level has and will be taken. Although educational institutions and various other operators provide guidance counseling in support of studies and the choice of education and career and compile information about different types of work and education. According to the development plan for years by the Ministry of Education and Culture there are clear development needs and blind spots in the provision of guidance counseling. The competence of guidance counselors, according to the Ministry, also entails constant development. The Ministry of Education and Culture recommends that criteria for guidance counseling in basic education, in general upper secondary education and in vocational education and training will be defined for adoption in the autumn term of In vocational education and training, the criteria will be adopted in connection with the implementation of the quality strategy. Also electronic information, guidance and counseling services will be developed as part of the learner s web services included in the SADe programme (Programme expediting electronic transactions and democracy). The Government will implement a social guarantee for young people so that each young person under 25 and new qualification holders under 30 will be offered a job, on-the-job training, a study place, or a period in a workshop or in rehabilitation within three months of becoming unemployed. The realization of the guarantee entails several measures taken by different administrative sectors towards the same end and it will have its implications also at Keskuspuisto College. Educational guarantee forms part of the social guarantee. Every school-leaver will be guaranteed a place in the upper secondary school, in vocational education and training, in apprenticeship training, in a youth workshop, in rehabilitation or by other means. The aim for the Government is that by the end of the current decade, over 90 per cent of the 20-to-24-year-olds will have post-compulsory qualifications. The foundation for young people s employment is built in basic education. It is important that 3

4 the comprehensive school equips all young people with knowledge and skills needed in working life, society and lifelong learning. The most efficacious way to prevent young people s exclusion is to intervene in problems and offer support to children who need it already in early childhood education and in basic education. Special development measures to this end will be focused on basic education. The attraction of vocational education and training has been steadily growing; at present some 45 per cent of school-leavers continue immediately in vocational education and training. In 2001 the figure was 36 per cent. Dropout has been decreasing since the beginning of the 21st century. In the school year , the dropout in vocational education and training was under 8 per cent, whereas in the figure was almost 12 per cent. The number of dropouts was around 12,000 in 2008 and around 12,400 in Thus the absolute number of dropouts has not fallen much, nor has the number of students who gain their qualifications in the target time been growing as desired. Some 57 per cent of entrants of the year 2000 gained their qualifications in or before the target time. The most recent statistics describe the entrants of 2005, 58 per cent of whom gained their qualifications in or before the target time. A program will be undertaken to expedite study times in vocational education and training, to reduce dropout and to support progress in studies and qualification in the target time. The program will especially support the development of anticipatory and personalized procedures in guidance counseling, pedagogical solutions supporting the completion of studies, practices and action models in guidance counseling, and various work-centered learning environments and opportunities. 1 In these attempts the role of guidance counselors is extremely important

5 Keskuspuisto Vocational College Keskuspuisto Vocational College is maintained by ORTON Foundation as an upper secondary vocational special education institution and development centre for special needs education. The College headquarters is located in the Ruskeasuo district of Helsinki and operates 13 additional learning units in the Greater Helsinki area and Province of Southern Finland. Over 1000 students participate annually in upper secondary education and adult vocational education and training. Number of staff is almost 500. The College is focused on the following educational tasks: to provide vocational special education and preparatory and rehabilitative training and guidance for students with special needs. to provide education and training leading to a vocational upper secondary qualification in 18 different study programmes to provide preparatory education for new immigrants to Finland. to provide adult education to serve as a development and service centre for special needs education. Learning difficulties or disabilities are not a barrier to vocational studies. Keskuspuisto Vocational College provides each student an Individual Education Plan (IEP), Individual Study Plan (ISP), flexible curriculum, low instructor/teacher-to-student ratio in the classroom and small study groups to facilitate learning. All the courses are designed to meet our students individual needs. Innovative and varied teaching and working methods together with state-of-the-art equipment and facilities for various study fields ensure that the students obtain up-to-date skills and competences that are competitive in today s working life. The goal is to equip Keskuspuisto Vocational College graduates with individually-tailored vocational skills, the desire for life-long learning, and ability to integrate into society as empowered, active members. In all the study programmes the National Curricula which can be adapted according to the students capabilities is followed. 5

6 Finnish education system The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education, regardless of age, domicile, financial situation, sex or mother tongue. Education is considered to be one of the fundamental rights of all citizens. Firstly, provisions concerning fundamental educational rights guarantee everyone (not just Finnish citizens) the right to free basic education; the provisions also specify compulsory education. Secondly, the public authorities are also obligated to guarantee everyone an equal opportunity to obtain other education besides basic education according to their abilities and special needs, and to develop themselves without being prevented by economic hardship. In addition, the public authorities are obligated to provide for the educational needs of the Finnish- and Swedish-speaking population according to the same criteria. Approximately 5.5 per cent of the population have Swedish as their mother tongue. Both language groups have the right to education in their own mother tongue. Regulations on the language of instruction are stipulated in legislation concerning different levels of education. The entirely Swedish-speaking Province of Åland has its own educational legislation. A major objective of Finnish education policy is to achieve as high a level of education and competence as possible for the whole population. One of the basic principles behind this has been to offer post-compulsory education to whole age groups. In international terms, a high percentage of each age group goes on to upper secondary education when they leave comprehensive school: more than 90 per cent of those completing basic education continue their studies in general upper secondary schools or vocational upper secondary education and training. Issues of educational equality are among the key topics in the new Education and Research development plan by the Ministry of Education and Culture

7 Its objectives include raising the level of education of the population. The aim is that 92.5 per cent of the age group years-olds will by 2015 pass an examination on upper secondary or tertiary level

8 Special needs education in Finland Constitution provides that the support services needed in special education are to be available to everyone, who cannot obtain the security, indispensable subsistence and care required for a life lived with dignity. The public authorities must guarantee everyone adequate social, health and medical services and promote the health of the population. In addition, the public authorities are to support families and others responsible for providing for children so that they can ensure the well-being and personal development of children. The objective of special education is to help and support pupils in such a way as to give them equal opportunities to complete compulsory schooling in accordance with their abilities and alongside their peers. The starting point is to assess each pupil s strengths and her/his individual learning and development needs. Education is required to promote pupils initiative and self-confidence. Special education calls for decisions to be made concerning the study place, time and facilities and different functions as well as the allocation of resources to implement these decisions. The first alternative for providing special needs education is to include pupils with SEN in mainstream classes and, when necessary, provide special needs education in small teaching groups. Only when this is not feasible is the second alternative considered: the provision of special needs education in a special group, class or school. Special instruction within vocational education and training should primarily be provided in connection with regular instruction or in separate groups or both. Vocational special institutions, in turn, are responsible for providing education and training for students with the most severe disabilities. Vocational education and training are provided in the form of special education and training for students who need special educational and student welfare services due to disability, illness, delayed development, emotional disorder or some other similar reason. It is the task of each education provider to determine how to define which students are in need of special education and training and how to draw up individual education plans for them. Special education and training may deviate from the general provisions governing vocational education and training as determined in the relevant national core curriculum. The duration of studies and study arrangements may be adjusted where a student s state of health or previous studies dictate accordingly. 8

9 The 1998 legislative amendments introduced on-the-job learning and the appreciation and priority of learning by doing to the sphere of vocational education and training. These changes have promoted the provision of special education and training, as special education has traditionally intensified learning by emphasizing practical skills and activities. The National Core Curriculum for Upper Secondary Schools emphasizes the fact that the purpose of special support is to help and support students so as to guarantee them equal opportunities to complete their upper secondary school studies. Once a student s learning difficulties have been identified, planning and implementation of support measures are started immediately, taking into account the information acquired on the student s study performance and their needs for support during basic education. The local upper secondary school curriculum will determine how instruction and support measures for special needs students are to be organized. 4 Basics on guidance and counseling There are two established guidance and counseling systems in Finland, the functions and goals of which are mutually complementary: 1) guidance and counseling provided by education and training institutions, and 2) vocational guidance and career planning services, and educational and vocational information services, provided by employment administration. The purpose of all guidance and counseling is to support individuals in making educational choices and career plans based on the principle of lifelong learning. Everybody in Finland is entitled to guidance and counseling services regardless of whether they are studying, working, unemployed or outside the labor market. The public sector education and employment authorities and the education providers, normally municipalities, are the main actors responsible for guidance and counseling 4 9

10 services. The division of duties between them is clear. Education and training institutions bear the main responsibility for guidance and counseling of pupils and students. The vocational guidance and career planning and educational and vocational information services available at employment offices are primarily intended for those outside education and training. All guidance and counseling services of employment offices, however, are also available for students. During the 2000s, student welfare and support services for students have been emphasized in the development of education and training. Comprehensive welfare services are available in primary and secondary schools and are provided in cooperation with schools and social and health care authorities. Pupils with learning and study difficulties, for example, can receive special needs instruction. Special needs instruction is available in both basic education and vocational training as well as in some upper secondary general schools. All schools have an action plan to help them deal with problems and accidents that might occur. Basic education Pupils can receive guidance and counseling all through their basic education. The goals of guidance and counseling in year classes 1 to 2, 3 to 6 and 7 to 9 are set in the national curriculum. A part of guidance and counseling is given in class and each pupil is entitled to a minimum of 2 hours a week (the study year is 38 weeks). This class-based guidance and counseling normally takes place during the last three years of basic education. Guidance and counseling covers study skills, self-knowledge, further education and training options, occupations, occupational sectors and the world of work. If needed, all pupils are entitled to receive individual and small-group guidance and counseling. Pupils are also advised on how to use different tools to search for information and the guidance and counseling services provided by the society. Towards the end of their basic education, pupils spend periods of one to two weeks on work experience, which can also cover learning about vocational training. 10

11 After completing compulsory basic education, young people normally choose between general upper secondary education ( lukio ) or vocational training. In the past few years, the range of educational opportunities has increased: the elimination of year classes in general upper secondary schools, more flexible systems in vocational training and an obligation of upper secondary schools to cooperate have given pupils more flexibility in planning their upper secondary education. School counselors have the main responsibility for guidance and counseling at comprehensive schools. Most of them are trained school teachers who have completed an extra specialization module of 35 study weeks (currently 60 credits) in guidance and counseling. All teachers counsel pupils in study matters but pupils usually turn to their own class teacher (group advisor) in general school matters. Counselors divide their time between individual, small group and classroom guidance and counseling. Work also involves cooperation with parents/guardians, teachers and counselors of other schools and different authorities. Cooperation with employers and employment authorities is also a part of the counselors work. Pupils with special educational needs and pupils with an immigrant background receive more individualized guidance and counseling in further education and training opportunities. School counselors may need to consult different experts in these areas. Transition from basic to upper secondary education According to the Basic Education Act, young people who have completed their compulsory basic education can receive additional basic education for one year. No national subject allocation or syllabus has been determined for additional education. However, a minimum of 1,100 hours of teaching and instruction must be provided. Those young people who did not manage to secure a study place in further education, can opt for additional basic education. The goal of instruction and guidance is to help young people plan their careers and improve their chances of entering further education. 11

12 Additional basic education can be arranged in a separate additional basic education group in comprehensive schools, or as guided learning in other educational institutions, at work, work-shops or non-governmental organizations. The goals and contents of the work-based training are decided jointly by the training provider and the employer. In cooperation with students, an individual study plan is drawn up which includes studies at their home school, other educational institutions, at work or elsewhere. In addition, the hours of study of the curriculum subjects and other studies are agreed, and the individual goals of students, individual guidance and counseling and other possible support measures, as well as the system of evaluation, are defined. A pilot project concerning the preparatory training for vocational training was started in The goal of the project is to encourage young people to enter vocational training by developing individualized paths and new models. The idea is to support young people both in their studies and other areas of life in a practical way. They can raise their grades from basic education, improve basic life skills, complete vocational courses, go on work placements, plan further education and get help in career planning. Another goal is to improve cooperation and the exchange of information between different professionals in the field to help prevent the social exclusion of young people. Preparatory training for basic vocational training and vocational rehabilitation is available for young people with special needs. The goal of these measures is to help students obtain the necessary skills, enabling them to participate in suitable initial vocational training or to retrain them in another vocation. Preparatory training and guidance as well as vocational rehabilitation can be arranged for disabled students. The goal of these is to help those with special educational needs due to a disability, illness, late development, emotional problems, etc. to enter vocational training and employment. 12

13 Guidance and counseling in general upper secondary schools More than 50 % of school-leavers go on to study in general upper secondary schools. A large number of them still do not have clear career plans and need guidance in planning their further education and career. They receive tutoring and guidance in their studies, in choice of subjects, study skills and future plans. The upper secondary school curriculum includes one compulsory course and one specialization course (optional) devoted to guidance and counseling. Both courses consist of 38 lessons. Guidance and counseling cover issues relating to the planning of a study program, learning techniques, selfknowledge, further education, occupations and work. School counselors instruct new students in the study methods, techniques and requirements of upper secondary schools. Students can choose courses from other schools, too, so guidance counselors need to be familiar with courses available elsewhere and to be able to help students draw up their individual curriculum in such a way that they can benefit from these opportunities. The counselor helps students understand how their course choices will affect their further education opportunities. The educational and career opportunities for those who have completed the general upper secondary school are extensive. Students should be able to learn about all these opportunities during their studies. With the help of guidance and counseling, students will learn about education and training opportunities available for them after general upper secondary education, learn to use different information sources, and, in particular, learn about the guidance and counseling services offered by employment offices. A guidance counselor usually has the main responsibility for guidance and counseling in general upper secondary schools. Group teachers are responsible for tutoring their own designated group of students. Furthermore, each teacher has a particular responsibility for instructing their students in study skills. Student counselors in general upper secondary schools are usually trained teachers who have received supplementary training in guidance and counseling. 13

14 Guidance and counseling in vocational training The goal of guidance and counseling at vocational schools is to provide students with individual support in their studies, career planning and in finding employment. Students are encouraged to make their own independent choices regarding their education and training. In order to be able to do this, they need information not only about different study opportunities but also about how their choices affect their qualifications, further education and work opportunities. The goal of guidance and counseling is to help students commit to their studies and to encourage them in continuing and independent learning. It also aims to encourage students to keep abreast with developments in their own occupational sector, and to constantly develop and market their skills. Guidance and counseling is also needed to improve study skills and to address learning difficulties. The different abilities of students are also taken into account in guidance and counseling. School counselors are responsible for guidance and counseling at vocational schools. They are usually trained teachers who have acquired a guidance counselor qualification. All teachers participate in guidance and counseling. Students and teachers can also act as tutors, helping students in dealing with practical study-related matters. Guidance and counseling is normally integrated in other instruction but students are entitled to individual guidance and counseling sessions if needed. In addition, schools offer their students group guidance and counseling, support their move to the labor market, and monitor the employment rate of their students. School counselors coordinate guidance and counseling at schools and are the contact point between the school and the outside world in guidance and counseling matters. Cooperation with guidance counselors of other upper secondary education institutions is increasingly important as the freedom of students to choose courses from other than their home institution has increased. The careers and recruitment services of vocational schools form a part of their guidance and counseling services. Their goal is to help students in their transition from school to work or on to further education. The employment path of those who have completed a vocational qualification is monitored systematically. T 14

15 Education of guidance counselors The universities of Joensuu and Jyväskylä and the vocational teacher education colleges of the HAMK and Jyväskylä Universities of Applied Sciences offer guidance counselor training in Finnish. Guidance counselor training in Swedish is offered by the Faculty of Education of the Åbo Akademi University in Vaasa. It is possible to acquire a qualification in guidance counseling in multiform training, (60 credits). A prerequisite for this training is a Master s degree and a teacher qualification from a university. The admission requirement for the course in vocational teacher education colleges is a vocational teacher qualification and one year of work experience either from a vocational school or a polytechnic. The universities of Joensuu and Jyväskylä both offer different options to obtain the qualification of a guidance counselor, for example by completing a Master s degree in guidance counseling. At the University of Joensuu it is also possible to get a Master s degree in guidance counseling by completing 60 credits of guidance counseling studies as your secondary subject. Vocational guidance psychologists in employment offices are always required to have a Master s degree that includes the highest possible grade in psychology. There are no formal qualification requirements for the positions of education and training advisors, employment consultants and counselors. Staff in labor administration develops their professional skills through in-service training provided by the employer, more extensive external training programs and through independent study. Basic training in guidance and counseling is given to customer service personnel and skills can later be developed by participating in advanced study programs

16 Guidance and counseling in pre-vocational and preparatory and rehabilitative training for disabled In pre-vocational and preparatory and rehabilitative training for disabled the role of guidance and counseling is very important. The pre-vocational and preparatory and rehabilitative training are considered to be transitional phase education, in which extra attention should be paid to the support of students with special education needs. A student needs guidance and counseling when planning for his/her future when applying for education; during the studies and when making transition plans for the future. The goal of guidance and counseling is that the student will get enough information about his/her studies before commencing and during the studies. He / she must know what topics are included in the studies and various optional studies that are available. Study skills, team work skills and communication skills are developed during the studies. He/ she can evaluate his/her actions and the outcomes of the studies. He / she can plan the studies; he/she can draw his/her own individual study plan with the help from the teaching staff. He / she learns how to be responsible for the progress of his/her studies. He/ she will learn how to make choices and decisions concerning education or career. He/she learns how to recognize the possible challenges and problems in his / her studies or life situations and where to get support and help. He /she will learn how to use the various services provided by the home community. All the students in pre-vocational and preparatory and rehabilitative training for disabled are entitled to guidance and counseling services provided by the training provider according to their individual needs. Support must be provided during the different phases of he studies. 6 6 National core curriculum for pre-vocational and preparatory and rehabilitative training for disabled. 16

17 Training process in the pre-vocational and preparatory and rehabilitative training for disabled Need for a study place Recognition of special education needs interview Student admittance Recognition of entry level skills Recognition of study skills and aptitude Recogntition of challenges in studies Planning the support measures in a multi-professional team Planning the individual solutions Choice of individual methods Individual education plan (IEP) Individual study plan (ISP) Setting the personal goals Goal-directed studies Teaching Guidance and counseling Evaluation of IEP and ISP Modifications if needed Evaluation as a part of learning process After studies Transition phase To qualification training To work Other solutions 7 In practice the group teacher will carry the main responsibility of guidance and counseling activities during the pre-vocational year. 7 Keskuspuisto vocational college curriculum for the pre-vocational training 17

18 Case Keskuspuisto Vocational College Guidance and counseling processes at Keskuspuisto College Guidance and counseling is part of the student welfare services that all the students are entitled to. Apart from actual guidance counselors, also other personnel are involved in the guidance and counseling processes. In Keskuspuisto college the guidance and career counseling process is divided into different phases from the applying period to the end of the studies and transition to work or further studies. GUIDANCE AND COUNSELING PROCESSES IN VOCATIONAL QUALIFICATION TRAINING before the studies persons responsible activities before the admittance visits (1-3 days), orientation period (1 week) career choice during the orientation period school counselor, vocational teacher, psychologist, special education teacher orientation periods: - evaluation of study readiness and aptitude - interview after the admittance study secretary letter of admittance, program for the first day; information about the student welfare services (psycho-social etc.) and accommodation during the 1 st study year persons responsible activities during the first school week during August group teacher special education teacher study schedule Student guide - booklet general part of the curriculum reading/writing skills are tested August - September school counselor student s rights and responsibilities, guidance and counseling plan, student core, tutor activities 18

19 physiotherapist personal interview social worker study benefits Septmeber - October by the end of October January psychologist group teacher group teacher nurse / doctor evaluation of learning difficulties IEP/ISP first version IEP/ISP update physical during the 2nd study year persons responsible activities August - September by the end of October by the end of March school counselor group teacher group teacher checking the undone/failed studies plan how to complete them IEP/ISP update IEP/ISP update job coach interview; work life rules; life managment during the 3rd study year persons responsible activities August - September by the end of October January - February end of March April 3rd year spring during the possible extra year school counselor group teacher group teacher school counselor school counselor job coach persons responsible checking the undone/failed studies plan how to complete them IEP/ISP update IEP/ISP update + discussion about future plans information about further study possibilities employment info in cooperation with employment office support at on-the-job learning; future plans activities 19

20 by the end of October by the end of March group teacher group teacher job coach IEP/ISP update IEP/ISP update support at on-the-job learning; future plans Responsibilities in guidance and counseling Student counselor guidance and counseling plan guidance about failed or uncompleted studies helps and guides the student in personal matters tutor activities student core activities information about optional studies leisure time activities culture competitions skills competitions ( abilympics) Group teacher acquaints the student with the school practicalities informs the students about the objectives and the structure of the studies (curriculum) study schedules IEP/ISP discussions with the student on-the-job learning guidance; skills demonstration guidance työssäoppimisen contact with the student if he/she is absent without notice follows the progress of the student contact with the student welfare team future/transition plans Special education teacher Finnish as a foreign language teacher reading and writing tests personal guidance cooperation with group teachers (learning challenges) testing Finnish language skills personal guidance Psychologist personal meetings with a student Job coach extra support for on-the-job learning periods and in employment processes work life rules and life management 20

21 transition plans, mapping out the future support needs networking with various interest groups Physiotherapist personal guidance (physical activities, work load etc.) Occupational therapist survey of functional skills if needed Nurse physicals guidance in health issues first aid various preventive measures (alcohol, drugs abuse) networking with various interest groups Principal welcome info to the new students disciplinary activities (admonition, dismissal) Dormitory staff guidance in life management and independent living skills leisure time activities helps and listens to the student Other staff guides to the right person when needed 8 8 Keskuspuisto college core curriculum

22 Percentage Percentage Student satisfaction at Keskuspuisto Vocational College The student satisfaction questionnaire was carried out in fall In preparatory and rehabilitative training there were altogether 122 respondents out of which 55 (45%) wer female and 67 (55%) were male. The theme of the questionnaire was to find out how did the students perceive the Individual education plan process at Keskuspuisto college. The evaluation scale had three options: disagree; do not know and agree (disagree meaning not satisfied; agree meaning satisfied). 1. Planning of individual education plan (the student is satisfied with the IEP process; the evaluation of studies is made clear to the student) Planning of Individual education plan 60% 50% 40% 30% 20% 10% 0% Disagree Don't know Agree Serie1 29% 18% 53% 2. Choice of individual methods (the IEP is clear; the student knows what the IEP contains; the student is satisfied with his/her IEP) 60% 50% 40% 30% 20% 10% 0% Choice of individual methods In qualification studies in other studies 22 at work (also supported employment) Serie1 12% 6% 50%

23 Percentage 3. Implementation of individual solutions (eg. the skills of the student are taken into account in teaching; learning difficulties are taken into account; the student gets positive feedback) 100% 80% 60% 40% 20% 0% Implementation of individual solutions Disagree Don't know Agree Serie1 6% 6% 88% The questionnaire shows that the majority of students (53%) are satisfied with their individual education plans. However, it is a concerning fact that 29% are dissatisfied with their plans. More attentions should be paid to explaining the IEP process to the students and to get them more involved in the planning of their own studies. 88% of the students have the opinion that their specific challenges and learning disabilities have been taken into account in teaching and also that the students get positive feedback. It shows that Keskuspuisto College has been able to individualize the teaching processes to suit the needs of the individual learners. A questionnaire was also carried out with the parents or guardians of the pre-vocational and rehabilitative training students. There were 43 respondents. The evaluation scale had four options: 1 do not know / completely disagree (=completely dissatisfied) 2 slightly disagree 3 almost agree 4 agree (=completely satisfied) 23

24 Percentage Percentage Percentage 1. The college has a good reputation 70% 60% 50% 40% 30% 20% 10% 0% The college has a good reputation Do not know Slightly disagree Almost agree Agree Serie1 21% 0% 16% 63% 2. Planning of individual education plan (eg. parents and guardians are familiar with the curriculum; they know what kind of teaching methods are used; parents and guardians are involved in the IEP planning) 50% 40% Planning of Individual education plan 30% 20% 10% 0% Completely disagree Slightly disagree Almost agree Agree Serie1 15% 10% 32% 43% 3. Choice of individual methods (eg. parents and guardians are involved in setting the goals for studies and rehabilitation objectives of the student; the IEP process is transparent) Choice of individual methods 70% 60% 50% 40% 30% 20% 10% 0% Completely Slightly disagree disagree Almost agree Agree Serie1 2% 9% 24 31% 58%

25 Percentage Percentage 4. Implementation of individual solutions (eg. learning difficulties are taken into account; student s strengths are taken into account; work practice places are suitable for the student) 60% 40% 20% 0% Implementation of individual solutions Completely disagree Slightly disagree Almost agree Agree Serie1 4% 11% 39% 46% 5.Further actions and transition plans (parents and guardian are involved in making the transition plans; information about the various options is adequate) 80% Further actions and transition planning 60% 40% 20% 0% Completely disagree Slightly disagree Almost agree Agree Serie1 3% 7% 20% 70% The questionnaire showed that the parents or guardians of the students are quite happy with the quality of teaching, the choice and implementation of individual solutions as well as with the transition plans. 25

26 Percentage Percentage Where Keskuspuisto college pre-vocational students found themselves after one year prevocational studies (school year ) (N73) 60% 50% 40% 30% 20% 10% 0% Placement after 1 year pre-vocational studies In qualification studies in other studies at work (also supported employment ) in some care facility not at school or at work no information available Serie1 55% 5% 11% 3% 3% 23% Placement of preparatory and rehabilitative training students after three-year education (school year ) (N78) 60% 50% 40% 30% 20% 10% 0% In qualification studies Placement after preparatory and rehabilitative training in other studies at work (also supported employment ) in some care facility not at school or at work no information available Serie1 12% 6% 50% 5% 7% 2% 26

27 According to the survey results the large majority of the students as well as their parents or guardians are satisfied with the various services that Keskuspuisto vocational college offers. However, more attention should be paid to the transitions phases so that we would know where the students are going after pre-vocational education. 23 % (17) of the students are lost (=we cannot reach them and we do not know what they are doing) after their pre-vocational year. The home municipalities have the obligation to arrange a placement for the students in preparatory and rehabilitative training after their studies. 27

28 Conclusion Various studies have shown that the challenges and difficulties that the SEN pupils have start to accumulate during the compulsory education and young people will need lots of support apart from learning also, for example, in basic life management skills. To avoid the social exclusion a young person will need a strong supportive circle including pupil welfare staff, teachers and other necessary stake holders to support him/her in his/her difficulties. With SEN students the transition phase from compulsory education to secondary level education is especially important. The secondary level school must get all the necessary information about the SEN student so that they can plan and offer the support the student will need in her/his studies when she/he needs it. Guidance and counseling is an integral part of each student s individual study path. A successful guidance and counseling process will help the pupil/student to make important decisions on his/her life. Effective guidance and counseling will also help to reduce the number of drop outs. When a pupil has been able to choose the right profession/study field for him/herself also the motivation to study will grow and possibility of drop-out will diminish. When the school/college is able to offer the support the student needs at the right moment, it will also diminish the drop-out possibility. At the moment in Finland special emphasis is placed on the reduction of the drop-out rates by offering colleges resources to develop and implement various pilots in order to improve the situation. A special website for guidance and counseling of SEN pupils is being developed in cooperation with special needs colleges. The site will offer career guidance, information about various professions and vocational schools as well as study benefits and various support services in an easy-to-read form. Although virtual guidance will never replace face-to-face interaction between the student and the school counselor, it will give valuable information to pupils and their parents/ guardians on the choices a young person must make after compulsory education. 28

29 Recommendations An effective guidance and counseling program: A comprehensive plan of action that outlines individual student needs and sets forth goals and objectives for meeting those needs. Assists pupils to reach their full potential. A focus on guidance and counseling that enables students to prepare themselves for a wide range of educational and career opportunities. An appropriate counselor / pupil/student ratio and adequate facilities, resources, and equipment. Effective interaction with pupils/students, parents, all educators, and other interest groups. A supportive instructional and administrative staff who work cooperatively with counselors to assist students in achieving educational goals consistent with their aptitudes, abilities, and interests. Respect for pupil/student privacy and the need for confidentiality. Role of the school counselor: Implement the goals and objectives of the counseling program by interacting with students, parents, and staff. Assist students in the development of effective study skills and learning habits that promote learning. Promote the development of student self-awareness including an understanding of their individual abilities, interests, values, and personal attitudes. Guide students in their awareness and planning of their Individual study plan, including the selection of a course of study that will enable them to maximize their educational and career options. Assist students and parents in the secondary level admission process. 29

30 References: Keskuspuisto college core curriculum