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Inclusion from a teacher’s viewpoint
(Kartanokoski school in Finland, Elina Mäkikunnas, teacher of Swedish and French, class teacher)
Inclusive education provides equal opportunities for all students even if they have special needs related to disability, for example. This is made possible by different forms of support, adjustments and aids.
Misconceptions about inclusive teaching
Sometimes teachers think that inclusion inevitably leads to extra work, challenges and stress. And that they will have to solve all problems alone. However, this is not the case if the teachers have sufficient resources and support. Another misconception is that all students should be in the same classrooms. It’s not about either-or but both-and. The best interest of the student determines.
Benefits to the students
The student will benefit from inclusion by gaining an experience of being part of the group and the society just like everyone else. They get a model of how to act in a group, dream and realise dreams. And later of how to get a job and move forward in life after basic education.
Benefits to the school community
The school community benefits from inclusion as it makes it easier to take into account different needs. The students also learn that everyone is different. They do not end up living in a bubble where everyone is alike.
Benefits to the society
Students who have been involved in inclusive education tend to seek to live as others do. This reduces exclusion and increases the diversity of working life. In this way, it is possible to make better use of all differences.
Tips for Inclusive Teaching
Tip 1
The teacher should use the expertise of the student and their near and dear. The teacher may think that they should immediately know everything. But they can keep learning from the students.
Tip 2
Use a positive tone when drafting the pedagogical documents. Emphasize the student's strong points. Remember to make use of tip lists that you can find online.
Tip 3
Carefully read the student’s pedagogical documents. Try to implement the forms of support daily, without making a fuss.
Professional’s view: Inclusive guidance in youth work
(Matilda Hertell, Project Worker, Primarily a Girl project in Finland)
Inclusive guidance takes everyone into consideration. It values differences and diversity and takes into account individual needs. It recognises the prevailing norms, with diversity as the starting point. Everyone can come and participate as themselves. Exclusion, bullying or discrimination will be addressed.
How to ensure that girls and young women with disabilities can also participate?
- Structure, predictability and accessibility. It is important to take into account the importance of structure and predictability. Accessibility is important in the premises. Not only physical accessibility, but also sensory accessibility.
- Considering different needs. It is important to understand and recognise that the needs vary. Knowing and mastering different means of communication can be useful. For example, using picture cards, support signs, or communication folders. Plain language is important – also in communication, so that young people can find the place. It is also good to consider which communication channels to select. Not everyone uses social media or online services. In those situations, the importance of network cooperation may be emphasised.
What is required of the counsellors?
Especially in interaction situations, it is necessary to give the young people space and time. Sometimes you may need to modify your actions quite quickly and situations can be unexpected. In addition, the guidance sometimes needs to be truly individual. The counsellors must also assess their actions and recognise their dominant position vis-à-vis the young person.
I, the employee without a disability, and the young person with some kind of disability. The work also includes being an example, a role model.
What is required of the content of the activities?
The content of the activity always comes from the young people themselves. It is based on young people’s ideas and wishes. You don't always need something super special. Sometimes the important thing is to let the young people have a place where they can just hang out. Someone may just come here to take a nap.
Building a ready-made program frame in advance can be useful and necessary. To have some kind of routine to start a session. First, we can discuss what is new and with what we will start. What did we do the last time we met? So that there is a clear beginning and a clear ending to the meetings.
Development targets for the Girls' Houses
In the future, we want to use experts by experience and professionals in different fields that are also disabled women. This would make the group of professionals working with young people even more diverse. The Girls' Houses in Helsinki and Espoo have done culture and gender sensitive youth work for over 10 years.
In 2023, a project was launched to improve the participation of girls and young women with disabilities. The Primarily a girl project focuses on developing psychological and physical accessibility and sensory accessibility.
Weighty facts about student counselling
Why is student counselling important?
(Selinä Nera, Chairperson at Green Youth, Chair of Turku Disability Council, Member of State Youth Council)
The way people see you, treat you and encourage you to build a future can have a huge impact. When you are young, you are very vulnerable to how others evaluate you and the kind of advice you get. If you are defined from the outside as being weaker than your actual capacity and competence, it can begin to define your daily life and your life in a broader sense.
(Samuel, student in upper secondary school)
Student counselling prepares young people towards future studies and working life. The student counsellor plays a key role in how the student can find their career path and move toward it.
What is good student counselling like?
(Kartanokoski school in Finland, Elina Mäkikunnas, teacher of Swedish and French, class teacher)
In student counselling, it is important to meet each young person as an individual, and listen carefully the young person's dreams and wishes. It is important to see the potential of every young person and not to assume anything. It is also important to ask and genuinely listen to the young person’s own wishes and dreams.
(Selinä)
Often this means that the student counsellor advises you to choose a path you did not think you would be able to take. If they can show you what your strengths are, that can be a truly healing experience.
(Samuel)
Every student is seen as an individual. The counsellor looks at their needs for study counselling and finds answers concerning further studies or job choices. This involves, among other things, accessibility. Student counselling needs to be accessible to every student and every study style.
What could go wrong?
(Elina)
The worst thing is if the student's dreams are suppressed by mistake in student counselling. Sometimes those dreams may seem unrealistic. However, it is much easier to aim in the right direction when you take the student's dreams as a starting point. It is much more difficult if the student does not dare to dream at all and we have to start from scratch.
(Selinä)
One bad practice is underestimating and belittling your dreams. Even if a teacher or student counsellor sees many challenges in your dreams, they should not be the first angle you consider. Solving things and making dreams possible are much more important.
What kind of help did you get from the student counsellor?
(Elina)
I remember that the student counsellor in upper secondary gave me a very concrete guidebook with accessibility information of universities and universities of applied sciences. And I have always been encouraged towards my career dreams.
(Selinä)
In my case, there has been no attempt to suppress anything. In comprehensive school, I was encouraged to continue to upper secondary school. That was nice because upper secondary was a natural transition for me. In upper secondary school, the student counsellor proposed a variety of options. They did not rule out even the most challenging opportunities for further studies.
(Samuel)
I had excellent student counselling during lower secondary education. In grade 9, the counsellor and I started considering the options for further studies And the practical arrangements changing schools would require. The student counsellor was constantly involved and present during that transitional phase. It was also important that the counsellor contacted the upper secondary school, once it became clear that I would choose that option.
What could schools do better?
(Selinä)
Especially in upper secondary school, they propose very few options. For example, only a few study programs of higher education are discussed. Yet, there is a huge number of places to study.
If a person has a dream of doing something, there may not be just one right way to do it. There may be a variety of ways of achieving that dream.
(Samuel)
In student counselling, there should be more information on entrepreneurship.It is one career path, among others.
Your message to student counsellors?
My message to counsellors is that they really have power and significance... for the young people seeking places of study and pursuing their dreams. So, use it well, for example, through individual teaching. If you only think of a group as a homogenous whole, the flip side may be that student counselling discourages the young people instead of encouraging them. It is worth considering what kind of a student counsellor you want to be.
Student’s perspective: Smooth transition from comprehensive school to upper secondary school
(Samuel, student in upper secondary school)
I chose general upper secondary because I am interested in theoretical studies. I am also interested in careers that require theoretical knowledge. I thought upper secondary education would open doors to study and work that require analytical and theoretical skills.
What was frightening about moving to upper secondary school?
(Orivesi upper secondary school)
I was afraid of being left alone when starting in upper secondary school. In lower secondary, I got a lot of help, because in comprehensive school it is the law. I had an assistant and stuff like that.
In upper secondary, would I get help with the physical and practical issues where I needed support? I was also nervous about being included in a new group. All 16-year-olds already have their own groups and hobbies that I might not be able to join.
Did the fears come true?
There was no reason to worry about moving to upper secondary school. My family, the student counsellor and the new teachers all helped me. We had a preparation meeting with the counsellor, my assistant, family and upper secondary school teacher. We discussed future practical issues, concerns and my physical limitations. We considered the adjustments that needed to be made so that I could go to school normally. We talked through all this before the old school year ended, which was a really good thing.
When school started in the autumn, there was no need to worry, even though I tend to be anxious. And even though changing schools was a major mental and physical change. I didn't have to worry at all because everything was already planned and prepared.
How did they welcome you at the new school?
The new classmates welcomed me openly, maybe even better than at lower secondary school. Even now when we have breaks, we study, prepare for exams and do homework together. We are very close, and if someone is different, that does not bother anyone.
Your message to student counsellors?
The student counsellor should absolutely see the student as an individual, and always consider their individual needs. The transition to upper secondary education should be considered with each student personally. When the student can get all the support they need, the threshold for transfer is as low as possible. The professionals at school should remember that differences, diversity are an asset. It’s a good thing, not a bad thing.
Student’s perspective: Implementation of inclusion at school and university
(Selinä Nera, Chairperson at Green Youth, Chair of Turku Disability Council, Member of State Youth Council)
For me, a safe environment of study means that I am treated equally with the other students. That people do not make assumptions about my skills based on my disability or illness. That I have the necessary aids and accessible premises where I am able to function.
For example, personal assistance is available based on my instructions and my right to self-determination, not on assumptions and decisions made by others.
Did you have a sense of belonging at school?
In lower and upper secondary school, my disability of course isolated me from others to some extent. In both schools, there were also people who were able to take me into account, so that I could participate and be part of the group.
What adjustments were made at different grades?
In comprehensive and upper secondary school, my special needs were considered among other things by giving me extra time in exams so that I was able to write my answers myself. In addition, schools and study environments were accessible. I have always had a personal assistant. If necessary, they arranged taxi transport for class trips.
What kind of challenges did you face at school?
The challenges related to studying were perhaps most strongly reflected in the prejudices of the teaching staff. They tried to make decisions about what I could or could not do, and not let me decide. They also dictated where I could move and when.
The extracurricular activities, such as class trips and various events… were always difficult in terms of accessibility. When planning them, accessibility and the functions were not considered in such a way that I could participate despite my disability. There I often had experiences of discrimination and rejection.
How does disability affect teachers’ attitudes?
I feel that young people with a disability are not given equal opportunities to dream about the future. At school we are often guided to underperform. For me, this meant that even though I have always done well in academic subjects… and I progressed as well as the others, I was told to spend an extra year doing my upper secondary education.
Why did you choose administrative studies and public law?
I ended up studying administration and public law because I have always been interested in what is right and wrong, and what are the laws and structures under which we operate in society. I have plenty of experience in unequal structures. And I've been interested in what these structures are based on so that I could influence them.
Advocacy work 1/2: How did I become an influencer?
(Selinä Nera, Chairperson at Green Youth, Chair of Turku Disability Council, Member of State Youth Council)
My first act of advocacy probably happened at the primary school afternoon club. I questioned the rule why we had to attend the afternoon newspaper review. I think it was one of the first concrete actions in advocacy. At that age, I already reflected on why there are common rules and who they serve.
Advocacy path
My advocacy path started at school when I wrote a lot of different opinions. My teacher suggested that I could join the youth council of my home municipality. I was elected to the youth council and spent the maximum time, six years, there. I had also been involved in the school student committee and liked it.
At upper secondary school, when I was too old for the youth council, I was asked to run in municipal elections. Since then, I have been a candidate in many elections and been elected to many different positions of trust.
Concrete means of advocacy
There are many concrete ways of influencing things. I use social media to share information and dismantle prejudices. In addition, you can get a lot of visibility on social media if you want to take a stand on something. In the various organs you can actively propose amendments or initiatives or comment on the documents under discussion. These are, of course, concrete ways of influencing.
For me, writing has always been a natural means of advocacy. I have been writing a blog since I was a kid, which has helped me to highlight unequal structures. Opinion pieces in newspapers have always been a channel of advocacy for me.
Advocacy work 2/2: Challenges and incentives
(Selinä Nera, Chairperson at Green Youth, Chair of Turku Disability Council, Member of State Youth Council)
Although I have a wide range of opinions on different issues, my opinions are not really taken seriously, if they are not directly related to disability. Although I personally feel that all things are also related to disability, people with disabilities should be everywhere and everywhere.
Challenges of advocacy work
There have been many challenges on my advocacy path. For example, youth council and political meetings are often organised in places that are inaccessible. Policies and practices related to advocacy are also largely based on physical ability.
People also have a lot of prejudices that affect how credible you are… or how important your message is considered. Taking a broad stance on things is really difficult when people see you through only one lens, through your disability. If someone asks for your opinion, that opinion will be mainly related to accessibility, not structures or themes.
What encourages you to continue?
At home, I have always been encouraged to have opinions. And they have encouraged me to express my opinion even on difficult things. I have a lot of friends and acquaintances who are coping pretty poorly in society. I can make their voice heard in our society. Explain how they are doing, how they are treated or how their position can be improved. Their comments on how important this work is, is one of the main reasons for continuing, even if it is difficult.
How did your teacher support your advocacy work?
My teacher supported me when I was elected to the youth council. We had received a request for an opinion on something, and I was terribly nervous, I did not know what I could say. At the end of a Finnish language lesson, I was allowed to work on ideas. The teacher encouraged me and gave me tips. As a result, I realised that I had a lot to say about the topic. And that my views are just as important.
Employment in the global south
Hello. My name is Nguyen Thuy Chi. I am the co-founder and Vice Director of Touch the Green.
Touch the Green has started operating since October 2022. It is a social enterprise of and for people with disabilities. Touch the Green works to bring the products that are made by people with disabilities and family members of people with disabilities to the market. In addition, we also would like to build an equal, dynamic, creative and professional working environment where people with disabilities in Vietnam work, devote and self-develop.
Touch the Green has a variety of product such as pictures, postcards, wool crafts including keyrings, flower pots, stuffed animals, dolls, bracelets, flowers made by velvet zinc. Touch the Green’s store is at N04B2 Thanh Thai, Hanoi. We also sell on Facebook, Instagram, and e-commerce platforms.
Touch the Green works with 20 painters and craftsmen. More than 50% of them are people with cerebral palsy, people with Osteogenesis imperfecta, people with mild intellectual disabilities, and mothers of children with disabilities.
The painters and craftsmen of Touch the Green work from home. Each craftsman specializes in making certain products. Depending on the product quality and quantity, the average monthly income of each craftsman ranges from 1.5 to 3 milion dong.
The little amount of money helps Touch the Green’s employees share the economic burden with their family. Additionally, they are getting confident.
We have Zalo chat groups. In these groups, Touch the Green’s employees learn from each other, share tips to handle wool fabrics, coordinate color, knit and crochet to create more qualified and beautiful products.
To promote independent living, we require the artists and craftsmen to receive salary into their bank account. We also encourage them to come and work in the office.
In addition to the craftsmen and artists, Touch the Green has an administrative staff, a Sales Vice Director. We have a shop keper with disabilities. There are three part-time staff who support event organization and communication. Hieu and I are the main managers.
We introduce our projects and activities on social network platforms such as Facebook, Instagram, Shoppee positively and dynamically to bring our products close to community members and raise their disability awareness.
As a social enterprise, 51% of Touch the Green’s profits are used to fund for community development activities. Our staff also volunteers in the community events.
With hope and Optimism, Touch the Green aims to build a community of creative, professional and confident people with disabilities.
Incluson through sport
Hello. My name is Hoang Phuong. I am 21 years old. As a sport fan with physical disability, I would like to have a kind of sport that adapts to me. And I find recsport by chance. I have played it at VDADC for two months.
Recsport is a new type of sport in Vietnam. It is a mixture of golf, football, bowling, billiards, etc.
People of all ages, even people without disabilities, whellchair users, quadriplegics can play recsport.
Playing recsport helps people with disabilities relax and keep healthy. To start doing this sport, it is better to talk with a professional coach to create a personal plan and learn some basic technical skills. At first, the recsport player may face sore muscels but just be patient, practise, practise and practise. Providing enough nutrition and water for your body is very important in sport.
People often say that people with disabilities are hard or not be able to do sport. However, Taking appropriate measures will ensure their access to sport. Overall, sport can break down barriers of exclusion.
Inclusive education in practice and as a tool to change society
Hello. My name is Nguyen Dinh Cuong. I am 22 years old. I am in class 12A at Colledge of Education. I go to school from Monday to Friday. All of my classmates are hearing impaired people and my teachers are people without disability. In class, we use sign language to communicate with each other.
After lessons, my teachers often give us assignment. I spend time on doing homework.
My school has students without disabilities as well. We share dorm room and we get on well with each other. The students without disabilities always respect me and I also gain knowledge and skills from them. In the afternoon, we often play chess together.
When communicating with those who do not know sign language, I write down on a piece of paper or on my phone, use body language to express my desire.
Besides, my school organizes extracurricular activities for its students. For example, conduct training courses in sexual and reproductive healthcare. I feel useful and happy.
I enjoy learning environment in College of Education. Hopefully, every persons with hearing and speaking impairment in Vietnam will have equal educational opportunities like me.
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