Teaching arrangements that support the prerequisites for learning promote pupils' learning and well-being and create a basis for taking pupils' needs into account. These include various solutions related to teachers' activities and the organization of teaching that support learning and the implementation of everyday school life.
Teaching arrangements that support the prerequisites for learning include, for example:
- Co-operation between teachers in teaching
- using school counsellors to support pupils
- Commonly agreed operating methods
- appropriate formation and grouping of teaching groups during the school day
- an unhurried atmosphere that supports encounters with pupils
- differentiation, structuring and language awareness of teaching.
Group-specific forms of support
Group-specific forms of support are primarily implemented as part of everyday classroom teaching. Group-specific support is provided flexibly as soon as the need arises, and no separate decisions are made on the implementation of the support for the pupils.
General remedial teaching
- General remedial teaching can be provided in any subject, either during or outside the school day.
General remedial teaching can include, for example, reviewing what has been learned in a smaller group, familiarising oneself with things to come in advance, teaching study and memory strategies, and differentiating teaching.
Remedial teaching in the language of instruction
- Remedial teaching in the language of instruction can be provided in any subject, either during or outside the school day.
- Remedial teaching in the language of instruction is provided to pupils who need support in learning the textual skills of a subject. Remedial teaching in the language of instruction is available to all pupils, regardless of their mother tongue.
- Remedial teaching in the language of instruction can include, for example, examining the key content of the text being taught, using plain texts to support teaching, practicing and reviewing the vocabulary of the language of instruction, and teaching learning to learn skills.
Teaching provided by a special needs teacher in connection with other teaching
- The teaching of a special needs teacher in connection with other teaching is teaching that changes according to the needs of the pupil group and the overall situation, which supports and complements the teaching of the teaching group.
- Group-specific special needs teacher support can be, for example, teaching a subject, study skills or social skills, supporting and recognizing learning difficulties, and strengthening pupils' learning skills.
Pupil-specific support measures
Pupil-specific support measures are used to supplement the pupil's support if the previous forms of support have not been sufficient. Pupil-specific support measures are planned according to the pupil's personal needs, and their aim is to ensure the pupil's progress in their studies. An administrative decision is made on pupil-specific support measures, and support is planned in cooperation with the guardian.
Special needs teacher's teaching partly in small groups
- The pupil studies less than half of the lessons of the subject in a small group of a special needs teacher and the rest of the lessons with the rest of the teaching group.
Special needs teacher's or special class teacher's teaching in a small group
- The pupil studies most or all of the lessons of the subject in a small group of a special needs teacher or special class teacher. Lessons in other subjects are studied with the rest of the teaching group.
Teaching of a special class teacher in a special needs class
- As a rule, the pupil studies in a special needs class. Some lessons can be studied with a basic education group.
Interpreting and assistant services and assistive devices
- The pupil can also be supported with personal aids and interpretation or assistant services, if this is necessary for the pupil's participation in and progress in studies.
Many types of support for learning
Every pupil has the right to be supported in their learning and schooling. The forms of support include pedagogical support, guidance and pupil welfare work.
Flexible basic education (JOPO) can be arranged for pupils in grades 7–9 who are at risk of not receiving a basic education certificate or who have difficulties in completing their studies (e.g. weak school motivation, underachievement, high absences).
The work of the JOPO group uses flexible operating methods and teaching methods that take into account the individual needs and life situations of each student. Teaching is organized as classroom teaching at school as well as at workplaces or other learning environments as supervised learning. Learning environments can include various camp schools, study and workplace visits, and training trials. The pupil can also participate in teaching in other general education groups in part.
The studies include various study and visiting visits that are suitable for the curriculum. In the final phase, the emphasis is also on getting to know upper secondary schools. Before the working life period, the objectives and assessment criteria of the period are planned together with the student. After the period, the pupil has the opportunity to demonstrate learning in accordance with the set goals.
Flexible basic education is provided only in Finnish.
Criteria for student selection:
- The pupil benefits from work-oriented and functional working methods as well as small group teaching.
- The pupil is sufficiently active and is able to work independently, at least to some extent, as required by flexible basic education.
- The pupil and their guardian commit to JOPO teaching.
The goal of flexible basic education is to
- support pupils’ attachment to school and motivation to study
- promote pupils’ leaning skills
- enable the transition to further studies.
How to apply for flexible basic education?
- Applications for flexible basic education are mainly made in the spring of the previous school year. Pupils can also be admitted during the school year.
- The pupil and guardian fill in the application for flexible basic education together with a representative of their own school . The school's recommendation is compiled by the person who knows the pupil best.
Pupil selection is made on the basis of an application submitted by the pupil and guardian, a recommendation from the school and an interview.
Questions, applications and recommendations related to flexible basic education are sent by email joustavaperusopetus@turku.fi.
A Pysäkki class is for students at risk of dropping out of school altogether.
The goals of Pysäkki class are
- provide strong and multidisciplinary support for students with a lot of absences in grades 6-9.
- get the student back into their studies.
- enable the student to continue their studies.
How to get into a Pysäkki class?
- The application process for a Pysäkki class is a joint effort between the school and the guardians.
- You can apply for a spot in the Pysäkki class all year round.
- Student selection is based on interviews.
Schooling of children and young people in foster care
The teaching arrangements for pupils placed in Turku from another municipality are handled centrally through the Sisukas team. The team finds out the pupils' needs from the point of view of teaching and plans the start of the school together with the partners.
The social worker in charge of the pupil's affairs registers the pupil in the school by sending the Sisukas form to the address sisukas@turku.fi
The school path of a placed child or young person
The social worker registers the pupil with the Sisukas team by filling in and sending the Sisukas form to sisukas@turku.fi
The Sisukas team receives initial information, contact details and basic information about the pupil.
The contact person of the Sisukas team is in contact with the pupil's own social worker, guardians and the previous school. This creates an overall picture of the situation and the child's or young person's school history. Alternatively, the information can be collected using the school entry form. The Sisukas team requests documents related to schooling and information on the status of studies from the student's previous school. The Sisukas team will enrol the pupil in the school when sufficient investigations have been completed.
A representative of the student's team meets the student at the institution and the overall picture of the student's situation is reviewed together.
- A school meeting is held, which can be attended by the pupil, teacher, guidance counsellor, department instructor, head of department, school principal, social worker and guardians.
- The meeting discusses the teaching group, the length of the school day, the subjects to be studied and the necessary forms of support. In addition, the administrative decisions required for the organization of studies are taken care of.
A school meeting is held to arrange a visit to the school. A member of the Sisukas team may accompany the pupil on the visit and, together with the teacher, plan the school visit.
School attendance begins with one of the following teaching arrangements:
- Local school general education group
- Local school special needs class
- Special Needs Class in Special Needs School
- Sisu group
- Individual arrangements
Network meetings or smaller school meetings are held according to the student's situation and needs. The composition of the network can be changed as needed. The role of the Sisukas team is agreed on a student-by-student basis as needed.