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`ðXðxŸ‘%  !"#$&%//HG,,HHßßžžƒƒ..**>> ŽŒ   21   () 5   ‘ ’ “”•–—˜™š›œžƒ ð0ƒ†A¿ÀÅAÿ@ñ÷ð8ó"d€ó#e€Ðw ‹N Êš;»Vo8Êš;úgþý4kdkdÀ^ ì–â…0¦ÿÿÿ.ÿÿÿpûppû@ <ý4dddd—A10L© - <ý4BdBd—A10L© - ÿ ˆ8Š0º___PPT10‹ pµpµ?Ù Ú %OÙ Ú =ð©8óŸ¨FInclusive Education of Children with Emotional and Behavioral Problems¡GG4ª~    Ÿ¨pRiitta Viitala University of Jyväskylä, Finland Department of Special Education e-mail:riitta.viitala@edu.jyu.fi¡qPqªP0   óŸ¨Research questionsª$ Ÿ¨ï1. What kind of children are named emotionally and behaviourally disordered? 2. How this kind of children are socially integrated in their programs? (The topic of this prensentation.) 3. What kind of pedagogic methods do the teachers use?¡$ðNk7ªî      ó Ÿ¨MethodªŸ¨ÄResearch is qualitative (ethnografhic) Data is: collected from three different kind of kindergarten classes 1) general program 2) integrated special education program 3) special education program¡:0=X0=XªD         ó$Ÿ¨Research group: general programª:  Ÿ¨ 23 children altogether Three children with emotional and behavioral problems Two early childhood teachers, one kindergarten practical nurse, one assistant (In Finland most of the children with special needs go to this kind of ordinary preschool or kindergarten) ª0           ó%Ÿ¨5Research group: integrated special education program ¡66(ªx   Ÿ¨Ë13 children altogether Six children with special needs Two children with emotional and behavioral problems One special kindergarten teacher, one early childhood teacher, one kindergarten practical nurse ¡674a74aªÖ        ó&Ÿ¨)Research group: special education program¡**(ª^  Ÿ¨žSeven children altogether All of them had emotional and behavioral problems Two special kindergarten teachers, one kindergarten practical nurse, one assistantªZ        ó Ÿ¨The dataŸ Includes: Observing memos*, interviews of the staff, children s interviews*, documents (IEPs) * the data of this presentation Is categorized as social episodes: shared activities discussions concerning everyday events community experiences conflicts playing alone ¡l ZTZ Z$ZhZ T $ hªž               ó Ÿ¨Case studies: TimªŸ¨Shared activities very active Discussions concerning everyday events eager to take part in Community experiences creates them, participates ¡ˆ ' 'ª       ó Ÿ¨Case studies: Tim¡(ªŸ¨ÇConflicts quite a few often the iniator takes some part in incidents in which the aim is to exclude someone Consequences Tim is mostly included has some friends uncertain mentions of friendship, too ¡L b O b Oªž     ó  Ÿ¨Case studies: Mary¡(ªŸ¨°Shared activities participates to some extent Discussions concerning everyday events sometimes take part in Community experiences every now and then always with the same girl ¡ˆ'.'.ªz       ó Ÿ¨Case studies: Mary¡(ªŸ¨ÊConflicts extremely seldom, defends herself tries not to exclude other children Consequences Mary is mostly excluded by verbal name-calling underestimation direct verbal or physical rejection teasing ¡t G Q G Qªž      ó Ÿ¨Case studies: Henry¡(ªŸ <Shared activities many kind of shared activities Discussions concerning everyday events doesn t discuss a lot Community experiences doesn t often take part in¡t'' ªV      ó Ÿ¨Case studies: HenryªŸ fConflicts takes part in difficult to say how conflicts start or who s the iniator tries to exclude a girl with severe learning difficulties Consequencies Henry is mostly included ¡L ‚ ‚ªz      ó Ÿ¨Case studies: AlexªŸ¨{Shared activities is engaged in Discussions concerning everyday events takes part in Community experiences tries to create ¡t'' ªê     óŸ¨Case studies: AlexªŸ¨ÁConflicts is involved in quite often the initiator aims to exclude the girl with severe learning difficultie Consequencies Alex is partly excluded by verbal name-calling direct verbal rejection¡b c, c,  ªz       ó Ÿ¨ Conclusionsª Ÿ ÎA certain kind of behavior doesn t directly lead to his or her social position What kinds of factors effect the social integration of children with emotional and behavioral problems? The amount of child s constructive activities? ¡6·0·0ª¦     ó'Ÿ¨ Conclusionsª  Ÿ¨×What kinds of factors effect the social integration of children with emotional and behavioral problems? The typical peer culture in each group? The amount and nature of conflicts? 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d€0ù”N0 ”ðŒàð8ð$ð( ð ð8ðr ð8 S ð€”Ê“¿ÿDðßþ¿ìxðà   ð žðr ð8 S ð€¤–“¿ÿDð/ì Oðà “ ð žðH ð8 ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.•ÌÄÐ ª+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +î›ï d€0ù”N0 šð’ðð<ð*ð( ð ð<ðx ð< c ð$€ÄŒ“¿ÿDð¯ `}ðà  “ ð žðr ð< S ð€l“¿ÿDðmÜüðà “ ð žðH ð< ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.—ÌÄ€ ù½+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +î•ï d€0ù”N0 ”ðŒð@ð$ð( ð ð@ðr ð@ S ð€f“¿ÿDð¿ì™ðà  “ ð žðr ð@ S ð€`­“¿ÿDð/¿ßOðà “ ð žðH ð@ ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.˜ÌÄÀ²á˜+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +î›ï d€0ù”N0 šð’ðDð*ð( ð ðDðr ðD S ð€˜Ì¸ ¿ÿDðì™ðà  ¸  ð žðx ðD c ð$€p͸ ¿ÿDð `ðà ¸  ð žðH ðD ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.šÌÄýÊÉ+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +î•ï d€0ù”N0 ”ðŒ ðHð$ð( ð ðHðr ðH S ð€”Ò¸ ¿ÿDð”ÿ‘¾-ðà  ¸  ð žðr ðH S ð€lÓ¸ ¿ÿDðå¿ßðà ¸  ð žðH ðH ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.©ÌÄ`<»+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +î•ï d€ 0ù”N0 ”ðŒ0ðLð$ð( ð ðLðr ðL S ð€”À¸ ¿ÿD𑾙ðà  ¸  ð žðr ðL S ð€XÁ¸ ¿ÿDð@¿ß`ðà ¸  ð žðH ðL ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈‘Љº___PPT10‹ië.«ÌÄ€q`ñ+Dñ='ñ  ÿÿÿÿ=ñ @Bñ +îHï d€0ù”N0  ð˜ð„ð0ð( ð ð„ðx ð„ c ð$€(è¸ ¿ÿDð¯ `}ðà  ¸  ð žðx ð„ c ð$€Ðè¸ ¿ÿDðð `ðà ¸  ð žðH ð„ ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈8Š0º___PPT10‹ë.¹ÕÆÀ>s¤îHï d€0ù”N0  ð˜ ðˆð0ð( ð ðˆðx ðˆ c ð$€4ù¸ ¿ÿDð¯ `}ðà  ¸  ð žðx ðˆ c ð$€”ú¸ ¿ÿDðð `ðà ¸  ð žðH ðˆ ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈8Š0º___PPT10‹ë.¹ÕÆ®€ìîBï d€0ù”N0 šð’0ðŒð*ð( ð ðŒðx ðŒ c ð$€4ÿ¿ÿDð¯ `}ðà  ÿ ð žðr ðŒ S ð€ ÿ¿ÿDðåì ðà ÿ ð žðH ðŒ ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈8Š0º___PPT10‹ë.»ÕÆ Ú¶3îBï d€0ù”N0 šð’@ðð*ð( ð ððr ð S ð€\ ÿ¿ÿDð”ÿì-ðà  ÿ ð žðx ð c ð$€ ÿ¿ÿDð0åQŽðà ÿ ð žðH ð ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿ33™ä¨ÿÏÿ33̈8Š0º___PPT10‹ë.»ÕÆÐ@"ªî$ï d€0 ”ðŒ` ðXð$ð( ð ðXðr ðX S ð€Äÿ¿ÿDð¯ `}ðà  ÿ ð žðr ðX S ð€ˆÿ¿ÿDðð `ðà ÿ ð žðH ðX ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿÿÌff™ÿ™ÿff™™™fˆ8Š0º___PPT10‹ë.ÖçÇpƒK§ð–ñ0 ðpð\ð¦ð( ð ð\ðX ð\ C ð¿ÿPð°Ð ðà  ÿð ð\ S ð€¬ÿ¿ÿPð° °0Ððà  ÿ 𨟠tAs a whole my study investigates what kind of children are defined emotionally and behaviourally disordered, how they are socially integrated in their kindergarten programs and how the teachers guide them for example in their interaction problems. In this proposal I ll concentrate on the second research question.ª:  ðH ð\ ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÀÌÄPŽ  ðÜñ0 \ðT€ð`ðìð( ð ð`ðX ð` C ð¿ÿPð°Ð ðà  ÿðT ð` S ð€Ä&ÿ¿ÿPð° °0Ððà  ÿ ðºThe research is ethnographic. The data were collected from three different kindergarten class. The principle of inclusion is generally accepted also in Finland. Most of the children with special needs go to an ordinary preschool or kindergarten. However, besides general programs, we have two kind of specialized programs for children with special needs; the so called integrated special education programs (usually there are five children with special needs and seven children without special needs in these groups) and special education programs. The difference between general programs and integrated special education programs is the amount of children in classes and the training of the staff.ªº  ðH ð` ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÀÌÄÂoºðÔñ0 TðLðdðäð( ð ðdðX ðd C ð¿ÿPð°Ð ðà  ÿðL ðd S ð€d/ÿ¿ÿPð° °0Ððà  ÿ ðæŸ †The data were gathered by observing and interviewing both the staff and the children. I also obtained some documents. I have analysed this qualitative data only provisionally by using qualitative content analysis. When I ve analyzed social integration, I have tried to reach the children s points of view. That s why I have used observation data and the data which were collected by interviewing children. Preliminary results At first I categorized social episodes in kindergarten classes as shared activities, discussions concerning everyday happenings, community experiences and conflicts. I paid attention also to episodes in which a child played or worked alone. All the episodes occurred both when children selected the activities by themselves and when the adults decided what to do. Most social episodes took place when the children had a chance to choose their activity. The most common social episode was a shared activity. Children walked around, drew, built with blocks, played games and played together. Verbal interaction was not necessary in a shared activity although it often developed itself during the episode. Discussions concerning everyday happenings were short, spontaneous moments when children talked about what was going on around. In community experiences the communication increased or aimed to increase the children s sense of community. It could be a straight reference to friendship, defending another child or a word play meaningless for someone outside. In those word plays a child could give a funny idea which the other child understood. All these episodes were constructive  opposite of them were destructive episodes which meant conflicts. When conflicts were verbal, they could be just little retorts, but at worst they were very mean. Conflicts occurred as hitting and kicking, too, so they turned physical. ¡$D•ªC  ðH ðd ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÀÌÄ¥Üðêñ0 jðb ðhðúð( ð ðhðX ðh C ð¿ÿPð°Ð ðà  ÿðb ðh S ð€,<ÿ¿ÿPð° °0Ððà  ÿ ðüŸ ÈAnd then to case studies. Tim is a 6 year-old-boy who attends a kindergarten class with general education program. He is very active in shared activities. He plays computer and other games with other children, draws and plays in small groups. He is also eager to discuss things. He s interested in many topics. He can already read, he knows a lot about various matters and he likes to guide other children. Tim creates community experiences, too. He is especially good in word plays. ªä  ðH ðh ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌİî ð‚ ñ0  ðú °ðlð’ ð( ð ðlðX ðl C ð¿ÿPð°Ð ðà  ÿðú  ðl S ð€ü?ÿ¿ÿPð° °0Ððà  ÿ ð” Ÿ ` Tim participates more in constructive social episodes than in conflicts. However, he has quite many conflicts with other children. He s often the initiator of the conflict. Other children get nervous because of Tim s physical disturbance (for example hitting and tripping), or because of his verbal naughtiness and selfish behaviour. Tim for his part gets nervous with other children if he thinks that their questions are stupid or their behaviour unfair. Tim takes somehow part in episodes in which the aim is to exclude someone. Tim sits by just a little and he is not excluded from social episodes. What are the consequences of this kind of behaviour from other children s point of view? I interviewed nineteen children in this class and four of them mentioned Tim as their friend. In addition he got unsure mentions:  In a way, he s my friend. Many children described his varying behaviour as a friend:  every now and then he s nice, every now and then naughty . Some children described Tim s friendship conditional: if he s nice, you can be his friend. Most of all other children described Tim s behaviour as violent. They were disturbed with Tim s silly games but sometimes they also felt that they were funny. One child mentioned Tim s habit to swear. He was also described as a playmate or as a good computer player.ª0  ðH ðl ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌÄ ü ðÍñ 0 MðEÀðpðÝð( ð ðpðX ðp C ð¿ÿPð°Ð ðà  ÿðE ðp S ð€Eÿ¿ÿPð° °0Ððà  ÿ ðߟ¨«Mary is a six-year-old girl in same kindergarten class as Tim. Mary participates a little in shared activities of the children in this class. She draws and plays games. Sometimes she takes part in discussions concerning everyday happenings. Now and then she participates in community experiences. These experiences she shares always with same girl. This girl was the only one who mentioned Mary as her friend in the interview. ª«  ðH ðp ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌÄ L7ðÖñ 0 VðNÐðtðæð( ð ðtðX ðt C ð¿ÿPð°Ð ðà  ÿðN ðt S ð€ŒJÿ¿ÿPð° °0Ððà  ÿ ð蟠´She takes part in conflicts extremely seldom and when this happens she s defensive. She s never the one who initiates. Mostly Mary sits by or stays alone. Mary is excluded a lot from social episodes. Partly she likes to be alone  for example she can sing happily or speak aloud when she s playing alone. This kind of noisy playing alone creates an obstruction. However, there is a lot of information in my data that describes Mary s efforts of participation. Other children exclude her by verbal name-calling and underestimation, by verbal direct rejection, by physical direct rejection or by teasing.ªZ  ðH ðt ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌÄwðøñ 0 xðpàðxðð( ð ðxðX ðx C ð¿ÿPð°Ð ðà  ÿðp ðx S ð€ôVÿ¿ÿPð° °0Ððà  ÿ ð Ÿ ¾Henry is a five-year-old boy who attends a kindergarten class with integrated special education program. He wanders around with other boys, plays football and climbs together with the others. There are many shared activities of this kind in Henry s day at the kindergarten. Henry doesn t discuss a lot about everyday happenings. He doesn t often take part in community experiences either. Henry s first language is not Finnish and this can be a reason for limited participation. ¡àPàªß ðH ðx ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌÄP¯¢Ÿðcñ0 ãðÛðð|ðsð( ð ð|ðX ð| C ð¿ÿPð°Ð ðà  ¸ ðÛ ð| S ð€Œ{¸ ¿ÿPð° °0Ððà  ¸  ðuŸ¨ The main principle of early childhood special education is inclusion. One important goal of inclusion is social integration. Guralnick (2001) has defined social integration as meaningful social relationships between children with and without special needs. When a child has meaningful social relationships, he or she experiences feelings of belonging to a group, being a member of that group, acceptance and being valued by others. This is how the experience of participation arises. For example, according to Corsaro every child has a strong strive for participation. In my presentation I try to describe you what kind of experiences concerning participation and being an outsider children with emotional and behavioural needs have in social episodes of three kindergarten groups.ªL}   x    ðH ð| ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.ÁÌÄ QÀäð`ñ0 àðØ€ ð`ðpð( ð ð`ðX ð` C ð¿ÿPð°Ð ðà  ÿðØ ð` S ð€Pÿ¿ÿPð° °0Ððà  ÿ ðrŸ >I ll now describe you my research groups. Because the topic today is inclusive education, I have selected the case study children from general and integrated special education programs. There were altogether 23 children in the kindergarten class with general program. Three children of 23 had a statement of emotional and behavioural problems. Two teachers in this class were qualified as early childhood teachers. ªž  ðH ð` ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.néÇpoðQñ0 ÑðÉ ðdðað( ð ðdðX ðd C ð¿ÿPð°Ð ðà  ÿðÉ ðd S ð€ ‰ÿ¿ÿPð° °0Ððà  ÿ ðcŸ¨/In the kindergarten class with integrated special education program there was thirteen children and six of them had special needs. Two of this six had a statement of emotional and behavioural problems. One of the teachers was a special kindergarten teacher and the other was an early childhood teacher. ª.  ðH ðd ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.néÇ`ÓV†ð ñ0  ð  ðhð°ð( ð ðhðX ðh C ð¿ÿPð°Ð ðà  ÿð ðh S ð€@–ÿ¿ÿPð° °0Ððà  ÿ 𲟨~In the kindergarten class with special program all seven boys had emotional and behavioural problems. Both teachers were special kindergarten teachers. In addition to teachers there were kindergarten practical nurses and assistants in all the classes. As a result of this, my research group consisted of 13 children, five to six years of age with emotional and behavioural problems.ª~  ðH ðh ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.oéÇའ'ð6ñ 0 ¶ð®° ðlðFð( ð ðlðX ðl C ð¿ÿPð°Ð ðà   ð® ðl S ð€ØR ¿ÿPð° °0Ððà    ðHŸ Henry s conflicts are mostly physical disturbances. He elbows, hits and kicks. Sometimes these conflicts begin when Henry gets nervous with somebody else s behaviour. It s often difficult to say how Henry s conflicts begin or who initiates them. Often in circle time Henry and someone else (usually the other boy in the group with emotional and behavioural problems) starts to scuffle with each other and this play then turns into hitting or kicking. There s also a girl with severe learning difficulties in this kindergarten class. Henry tries to exclude her by name-calling and underestimation. When Henry doesn t participate in social episodes, he wanders around alone, sometimes jumping and so on. Other children don t try to exclude Henry except in some exceptional cases. ª   ðH ðl ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.êÇ€.Z3ðxñ 0 øððÀ ðpðˆð( ð ðpðX ðp C ð¿ÿPð°Ð ðà   ðð ðp S ð€Œk ¿ÿPð° °0Ððà    ðŠŸ VThe most typical way of participating for Alex is to engage in shared activities. Alex takes part in discussions concerning everyday happenings. Alex tries to create community experiences directly and verbally, he can for example say that there s a gang just for us and then he mentions some names. ª*  ðH ðp ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.êÇ[›Ið¢ñ0 "ðÐ ðtð²ð( ð ðtðX ðt C ð¿ÿPð°Ð ðà   ð ðt S ð€4W ¿ÿPð° °0Ððà    ð´Ÿ fAlex s conflicts are both physical and verbal and Alex initiates them. On the other hand, as I mentioned before, Alex and Henry have a lot of little conflicts, which begin from a kind of playing. Alex can also disturb other s playing on purpose. He can, for example, throw his own toy in the middle of other s game. It s natural that the others get nervous then. Alex also aims to exclude the girl with severe learning difficulties by undermining her very much and he especially undermines her abilities. Alex would like to participate. He often asks if he can take part in other s play or if someone could come to play with him. In these episodes it s quite normal that Alex is verbally refused. Alex is excluded by verbal name-calling, too (for example:  Alex is grazy ). Children also complain about his behaviour.ª2ÿ  /  ðH ðt ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.êÇrRXð¦ñ0 &ðà ðxð¶ð( ð ðxðX ðx C ð¿ÿPð°Ð ðà   ð ðx S ð€H5 ¿ÿPð° °0Ððà    𸟠>Conclusions In my proposal I introduced you four case studies which are based on my data. According to them and other cases that I didn t introduce now, I would say that a certain kind of behaviour among children with emotional and behavioural problems in interactive situations doesn t directly lead to his or her social position in a group, on the basis of which it then could be defined how well social integration has realised. The context which includes the peer culture of each group, guidance given by teachers and other, still partly unknown issues are meaningful, too. I aim to discuss how meaningful social relationships, or social integration which I mentioned in the beginning came true in relation with these case study children. I also try to show which elements can be relevant in the arising of experiences of participation and being an outsider. All the children with emotional and behavioral problems took part in positive, constructive activities in their own classes. As such this is an issue to which a teacher or any adult should pay attention. When I described case studies, I didn t tell how adults acted in different social episodes. To be short, normally they handled just the worst conflicts. We talk a lot about how it would be important to pay attention to children s strenghts and there would be a great opportunity to do so in the guidance of interaction of children with emotional and behavioral problems. These children had competence for constructive interaction, too. The way in which the children with emotional and behavioral problems took part in this positive constructive interaction did not seem to be very important. Both creating something new and just hanging around with the others was appropriate in the peer culture of both classes. On the other hand, it s useful to consider the amount of common meaningful experiences. For example, in the ordinary kindergarten class Tim got more experiences than Mary. He seemed to belong more to the group and be more accepted than Mary. The same with Henry and Alex in the integrated kindergarten class: though Henry s social episodes were mostly shared activities (he didn t discuss a lot or didn t create community experiences for example by inventing interesting play situations), he seemed to be more popular than Alex. Alex tried to create community experiences. Maybe teachers could have utilized this to improve community spirit and experiences of participation. ¡  P   ª@° f   Ç º ðH ðx ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.êÇภ§r¬âš…" O©ì«®,±Ï³l¶·iÄÉëÍÇÞ¹äCñõöûö  ¹Y»©½ó¿Â–À{°ˆË¢÷¤#§=ÂaÉ "ʈ 2)õÇà>.Å1èÜ{é(€àà€ !òH/È þÿà…ŸòùOh«‘+'³Ù0t hp¸ÈØ ø $ 0 <HPä@Children with emotional and behavioural problems at kindergatenAtkkLevelViitala, Sisko Riitta76Microsoft PowerPoint@/Å›@pëg‚ÌÄ@€0*(êÇ- Gÿÿÿÿ‰g  …4  y¡üÿÿÿ-úÿÿÿ-$ÿÿÿÿÿÿx x ÿÿÿÿÿÿú--'ÿÿüÿÌ--$2666622--'ÿÿðüÿ™--$6266h6h262--'ÿÿðüff™--$h2h6š6š2h2--'ÿÿûôÿ@Garamond-. ff™2  Inclusive.û¼"Systemà¤ä-ðûôÿ@Garamond-. ff™2 I Education.-ðûôÿ@Garamond-. ff™ 2 zof .-ðûôÿ@Garamond-. ff™2 Children.-ðûôÿ@Garamond-. ff™ 2 8with.-ðûôÿ@Garamond-. ff™2 O Emotional .-ðûôÿ@Garamond-. ff™ 2 and .-ðûôÿ@Garamond-. ff™2 -! Behavioral.-ðûôÿ@Garamond-. ff™2 -TProblems .-ðûúÿ@"Verdana-. 2 C=Riitta Viitala.-ðûúÿ@"Verdana-. !2 J!University of Jyv.-ðûúÿ@"Verdana-.  2 JRä).-ðûúÿ@"Verdana-.  2 JVskyl.-ðûúÿ@"Verdana-.  2 J`ä).-ðûúÿ@"Verdana-. 2 Jd , Finland.-ðûúÿ@"Verdana-. 2 Q Department.-ðûúÿ@"Verdana-.  2 QDof .-ðûúÿ@"Verdana-. 2 QLSpecials.-ðûúÿ@"Verdana-. 2 Qc Educationt.-ðûúÿ@"Verdana-.  2 W#e).-ðûúÿ@"Verdana-.  2 W'-).-ðûúÿ@"Verdana-. 42 W*mail:riitta.viitala@edu.jyu.fi.-ðö-_À‘ã^ÛôViitala, Sisko RiittaViitala, Sisko RiittaÐØ à èð ø  MäNäytössä katseltava esitysJYhÒÄ Arial GaramondTimes New RomanVerdana WingdingsLevelGInclusive Education of Children with Emotional and Behavioral ProblemsResearch questionsngdingsRomanL©L©Ä- Ô–â…0Ô–Õ¤ €aÿÿ¥ .©  @£nÿý?" dÿd@ÿÿïÿÿÿÿÿÿ  @@``€€_ä`7åæL7ºcarbrake.wavº.WAV º20º102çü6RIFFô6WAVEfmt ++dataÐ6€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€€~~~~~~~~~~~~}}}}}}}{{}}}}}~~~~€€€€€‚‚‚‚‚‚‚‚‚ƒƒƒƒƒƒƒ‚‚€€€€~~~}{{{{{{{{{}}}{{{}~}}{}}~}}}}}~~€~~€‚‚‚€‚‚‚‚‚ƒƒƒƒƒ……………‡ˆŠ‹Š‹‹ŠŠˆ‡……ƒƒƒ‚€€€}}}{yxvvuusqqppnnlnnppqsssuvvuvvxxxy{{{{}~~~€€‚€€€€€€~}}{{{{{~€€€‚€‚…ƒ…‡ˆ‡ˆŠŠˆˆˆŠˆŠ‹ˆ‡ˆˆ‡ˆŠ‹ˆˆŠˆ……ƒ‚ƒ~€~~‚~}{xxyuvxy~~}}y~€‚ƒ€ƒƒ…ƒ‚ƒƒ‡‡‚‚~~€}}{€~~}y}xxuxuvvvvx{yy}yyy}~€~~€‚‚~~yy}€ƒ‚‚ŠŠ‹‡‡ˆˆˆ…€‚‡…€xvvy€}sps{{qiksuqgiqsqnlqusnpsx{{{{€‡Š‡ˆˆ™™”’šŸœ”—žš•’‹Šˆ…‚‚€€{yy{yxqquupnglpqpnpqsusu}}xxyy€ƒ{{{~‚‚‚}}ƒ‡Š‹ˆ‚ƒˆ€ƒŠ‡€xxyxvqpqvunnqussssssqquusvx{~€‚…Š’•™—•—™œšš™šš™•’’•’‹‹Š…ƒ€~{{}{usqkipniggkpvspsvuy{xxyy{yxy}~yx{€€{y}}~~{uvvvxunkqunlnpquxvy€‚}}‚ƒ……ƒ‚ƒ‡ˆˆ‡ˆŠŠˆˆ‹Š‹‹‹Š‹‹ŠˆˆˆˆŠˆŠ‹‹Š•”’”””•”’•—”ˆ‡‚ƒ}vvvspnklkiilpquuvxyy{yuuqppnnquvxxuvvx}ƒ…ƒ‡Š‹ˆƒ‚~{~}}}}€‚‚€‚ˆˆ‹‹‹‹…{xxvpknpppuuqsslinqsusssxxyx{‚‹•™ššššžŸŸœžŸš”••’‡…‡‹Š‹‡ˆ……€‚€ƒ€{vqppkilngablvupq{ƒƒ~‚…Їƒƒ‡‡‚{y‚ˆˆƒ‚‚‡ƒ‚}}vyuuqlkknpnkilllklpqplnsyy{}~}ƒ‡ŠŠ’••™™žŸŸŸ¡¢¡Ÿžœš—’ŠŠ‡ƒ‚€€‚~~€€}xuuqqnqplfffffliklsxxxxx~ƒ‚~€‚‚ƒ…ƒ~~~€€~ƒƒƒ‡ŠŠˆŠˆ‡…‡ˆ…€{uquupigkppu{}~‚‡Šˆˆˆ‡…‚~€‚…ˆ‡…‡‡‡‹ˆ‡…Š’’…‚ƒ…ƒƒ~}~}}{y{‚‡ˆ…€‚…‡ƒ~vuvqqssv~‚€ƒ‡…‚}{~}xsspifdddfkpsv{~}xuuusuuuusvxvvxy}‚ƒ……ˆ’’””•’’”ŠŠŠ‹’••’’”•ŠŠ‡€€€~~yuqifdddbaabfa^_abadfflkklsxvx~~‚~€ƒ}ˆˆƒ‡…‡ƒ‚ˆˆˆˆ‹’’””’’’’‹ˆˆ‡…‡€‚‡…‹••’’‹Š…€}{yyvuvvvyyvvx{xyslgbgb_d_bilqy~~}ƒŠŠ‡€€‡ƒ{sv~}€€€€ƒˆˆŠ‹‡…€ƒ……ƒ{x~~}vqqux{yxx~€‚‚~}~‚‚€~‚‚…ˆ‹’’•’”—”‡Š‹ˆŠŠˆŠ’”ˆˆ’’ˆ‚—’‚y‡‹}qxƒ‡}sxx}yussx{{vxvupgdfkd__^ZZaa_aaZZ\W_bgbbgillns{‡Šˆ‹•œš——ž¡¤¤¡¡¦«©¢¡¢žœœ—šžŠˆ‡‚{€ˆŠ€}‡‹…ƒ‹”œœž—¢Ÿ•‡ƒy~ygabi\TTOPGGJKH=CC;CMJ>@HO^^_nqv€‚ˆˆ™žŸ¢««§«®¬§¬«®«««¦§©§§¡¡žœš™•’’’ˆ‡‡ƒ~{{vvysnklqnfgpvniv{ulnspspgfnvqgilxyupquyysllpnklqvspsyyv{}~€…ˆ‹‡‡‚…‹ˆ‡’‹•—‹’‹’”Š…ˆ…‚€~xx€~xx€‹Šœ¡™‹…”’ƒuq}…€qgkpxskkpqlillniggglibb_bfipppuy~~}€‡ˆ…‡‡‡‡ˆˆˆŠ’•šŸ¢¢¢§©§§¤Ÿžš’ˆƒ€~{xsv{xvy{}}ƒ…~{~‚}yxvvpkilpnigdgkgd__gkkkfdfinnllkpnsvusy~€…ˆ…ƒ‡ˆ‡ˆ‡Š™—”—•™œŸ¢¡¢©¦§¬§¦Ÿœš—•‹ˆ…~y}‚ƒ…ƒƒ……‡€€ƒƒ‚~{}upkklklklnqslllnnkkkidadiib\_dfiiiinvuxxyxx~€€‚ƒ‡‹‹™ž¢¦§Ÿž¡¢Ÿœ™•™‹’•‹Š‹Š‡…{xxupipnfifdggfaffgipliiiffafddglgknpv€‚ˆ’”—™œ™œž™ŸšŸš•”’—‹’•’’Š…ƒ~~unkpvysx~}‚…~€~~}{y}{nglsupnsv{{{{{{{~~yx{yxqquvyxuqqy}upqnvvx~}yyvvspxypqs{Š‡Šœ¢žœ¦³¸©——¤©¢šž¦Ÿœžœš—•”‡ƒƒyi\^^YWPJKKMTY\^Z^ipssxqpuuusuppu{‚ˆ‚€ˆ”’’’—”•‡ˆŠˆ…up~’ˆx~Š…u‡™—ž§¡•žµ»¹°¡§ÂǦ™™š¡”€qx}s^HCUP=..33+"!01+)18>JOT_nsu€ŠŠ•žœœ¡¢§³¶³³½ÃÈȾÀÀ½¸½½¸¸µ±«§žš¡Ÿ—’”’ˆˆŠ…€}vlf_UTWRJGJMTWRORY\UUYW^a^^bilkfadluqnusvƒ‡Š’’’”’•’”©¬¡¡©±µ°¢œŸš’šŸ•‹”𕇂‹’‹…€{{xpifksld_fg\RRYbdWT^inliabgkgffdkibiqvqsx}ƒŠ‹ž¤¤©¬®±¹½¶³¸µ±µ©ž¤¤Ÿ—’—¢¦¡•¡œˆ‚‡…~qnxsd\lvnYTagaYPUa^WMMRMKKPTRUW\_Yaknnls~‡‚xvƒ””œœ—•šžœšŸ¢¢§§¬±°¬¬°±¬¦¡ŸŸ•‹’—”…y}ƒ}pilppkbdbZUZ^ZWUYZ^_a\^bdknlllqyyy}€‚ƒ‡‹•œžž¢§Ÿœž¡¡¤œš¢¤¦¡¡¢Ÿ¢¡žŸ™‹‹‡€vvvqifadZY\UZURUTRYU\\UTW_d_\abipsx}€‚}€ˆˆˆŠŠœ™™—Ÿ¦«¦¤¡¤§¦žŸ¦©¢œ™š¢¢š‡…ˆ‡{v}}xpsxqukbgl_bgnigqqnnkflvg_d_dkdZUgyndaluliianxunpxˆ‹—¤««¬¶Å˹°¹ÃÒǵ»Ç¾³®°¹¸§œ•œ”€qqd_UOKC90=;03>CCJRUZYUP__UTgidpx{vx}{~}‚Šxnu‡Š‹’ˆ³³uаÀÂÀÂÚäâáÙÙÚÞÜÜÒ¸³½À±ˆ…‹xdRRJ9,&!  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hð`ð| ”&  !"#$&%//HG,,HHßßžžƒƒ..**>> ŽŒ   21   () 5   ‘ ’ “”•–—˜™š›œžŸƒ ð0ƒ†A¿ÀÅAÿ@ñ÷ð8ó"d€ó#e€Ðw ‹N Êš;»Vo8Êš;úgþý4kdkdÀ^ ì–â…0¦ÿÿÿdÿÿÿpûppû@ <ý4dddd—A10L© - <ý4BdBd—A10L© - ÿ ˆ8Š0º___PPT10‹ pµpµ?Ù Ú %OÙ Ú =ð©8óŸ¨FInclusive Education of Children with Emotional and Behavioral Problems¡GG4ª~    Ÿ¨pRiitta Viitala University of Jyväskylä, Finland Department of Special Education e-mail:riitta.viitala@edu.jyu.fi¡qPqªP0   óŸ¨Research questionsª$ Ÿ¨ï1. What kind of children are named emotionally and behaviourally disordered? 2. How this kind of children are socially integrated in their programs? (The topic of this prensentation.) 3. What kind of pedagogic methods do the teachers use?¡$ðNk7ªî      ó Ÿ¨MethodªŸ¨ÄResearch is qualitative (ethnografhic) Data is: collected from three different kind of kindergarten classes 1) general program 2) integrated special education program 3) special education program¡:0=X0=XªD         ó$Ÿ¨Research group: general programª:  Ÿ¨ 23 children altogether Three children with emotional and behavioral problems Two early childhood teachers, one kindergarten practical nurse, one assistant (In Finland most of the children with special needs go to this kind of ordinary preschool or kindergarten) ª0           ó%Ÿ¨5Research group: integrated special education program ¡66(ªx   Ÿ¨Ë13 children altogether Six children with special needs Two children with emotional and behavioral problems One special kindergarten teacher, one early childhood teacher, one kindergarten practical nurse ¡674a74aªÖ        ó&Ÿ¨)Research group: special education program¡**(ª^  Ÿ¨žSeven children altogether All of them had emotional and behavioral problems Two special kindergarten teachers, one kindergarten practical nurse, one assistantªZ        ó Ÿ¨The dataŸ Includes: Observing memos*, interviews of the staff, children s interviews*, documents (IEPs) * the data of this presentation Is categorized as social episodes: shared activities discussions concerning everyday events community experiences conflicts playing alone ¡l ZTZ Z$ZhZ T $ hªž               ó Ÿ¨Case studies: TimªŸ¨Shared activities very active Discussions concerning everyday events eager to take part in Community experiences creates them, participates ¡ˆ ' 'ª       ó Ÿ¨Case studies: Tim¡(ªŸ¨ÇConflicts quite a few often the iniator takes some part in incidents in which the aim is to exclude someone Consequences Tim is mostly included has some friends uncertain mentions of friendship, too ¡L b O b Oªž     ó  Ÿ¨Case studies: Mary¡(ªŸ¨°Shared activities participates to some extent Discussions concerning everyday events sometimes take part in Community experiences every now and then always with the same girl ¡ˆ'.'.ªz       ó Ÿ¨Case studies: Mary¡(ªŸ¨ÊConflicts extremely seldom, defends herself tries not to exclude other children Consequences Mary is mostly excluded by verbal name-calling underestimation direct verbal or physical rejection teasing ¡t G Q G Qªž      ó Ÿ¨Case studies: Henry¡(ªŸ <Shared activities many kind of shared activities Discussions concerning everyday events doesn t discuss a lot Community experiences doesn t often take part in¡t'' ªV      ó Ÿ¨Case studies: HenryªŸ fConflicts takes part in difficult to say how conflicts start or who s the iniator tries to exclude a girl with severe learning difficulties Consequencies Henry is mostly included ¡L ‚ ‚ªz      ó Ÿ¨Case studies: AlexªŸ¨{Shared activities is engaged in Discussions concerning everyday events takes part in Community experiences tries to create ¡t'' ªê     óŸ¨Case studies: AlexªŸ¨ÁConflicts is involved in quite often the initiator aims to exclude the girl with severe learning difficultie Consequencies Alex is partly excluded by verbal name-calling direct verbal rejection¡b c, c,  ªz       ó Ÿ¨ Conclusionsª Ÿ ÎA certain kind of behavior doesn t directly lead to his or her social position What kinds of factors effect the social integration of children with emotional and behavioral problems? The amount of child s constructive activities? ¡6·0·0ª¦     ó'Ÿ¨ Conclusionsª  Ÿ¨×What kinds of factors effect the social integration of children with emotional and behavioral problems? The typical peer culture in each group? The amount and nature of conflicts? The guidance given by the adults? ¡&hphpªš       /ðÜóóóóóóóó ó ó( ó) ó* ó+ó,ó-ó.ó/êî$ï d€0 ”ðŒ` ðXð$ð( ðªþÿÿÿ ©   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~þÿÿÿ ðXðr ðX S ð€Äÿ¿ÿDð¯ `}ðà  ÿ ð žðr ðX S ð€ˆÿ¿ÿDðð `ðà ÿ ð žðH ðX ƒ ð0ƒ“ŽŸ‹”Þ½h¿ÿ ?ð ÿÿÿÿÌff™ÿ™ÿff™™™fˆ8Š0º___PPT10‹ë.ÖçÇpƒK§ðTñ0 ÔðÌð ð|ðdð( ð ð|ðX ð| C ð¿ÿPð°Ð ðà   ðÌ ð| S ð€Ð™ ¿ÿPð° °0Ððà    ðfŸ ÆAs we saw, Mary spent most of her time outside common group activities and got the most of negative feedback from the other children. She often shared her participation experiences with a same girl. According to some researches concerning interaction in kindergarten classes children try to make sure that they have more than one friend. In kindergarten class social episodes change very quickly and a child should in a way assure his or her participation all the time. Mary didn t have enough of these kind of social relationships. Mary tried to get into common activities but she liked to sit by and play alone, too. Maybe Mary s habit to play alone, sometimes in a noisy manner differed too much from peer culture of her class? Corsaro (1997) defines peer culture as a stable set of activities or routines, artifacts, values and concerns that children produce and share in interaction with peers. Mary s way of playing alone was not produced or shared in interaction with peers. All the boys had quite a lot of conflicts. Henry had the least of them and they were milder than Tim s and Alex s conflicts. Conflicts are a natural part of interaction in groups, but maybe the fact that Tim and Alex were so often involved in them was significant for their unsteady status in peer group. Accepting Tim was not whole-hearted, although he had a lot of experiences of participation. Perhaps the adults should pay more attention to the prevention of conflicts and guide children better to solve them. This doesn t concern only guidance of children with emotional and behavioral problems. In the integrated kindergarten class all the children had the tendency to underestimate the abilities of children with severe learning difficulties. In ordinary kindergarten class other children used quite cruel ways of excluding Mary. There has been a lot of discussion about inclusive education in Finland for a long time. It s great,that the principle is widely accepted in Finnish daycare, preschool and kindergarten systems. Despite of that, it seems that there s still a lot to be done. I hope that my research helps to understand how different the degree and nature of participation is when a child s special needs are connected to emotional and behavioral problems. ¡äZä ªfÖ @ Æ  ž   V  ðH ð| ƒ ð0ƒ“Þ½h”ŽŸ‹¿ÿ ?ð ÿÿÿ€€€»àã33™™™™Ìˆ8Š0º___PPT10‹ë.êÇ ’…Är¸?'œ»/ȽõÇ”?$Ò/Å1èÜ{é(€àà€ !òH/È 0ÒÕ|·DArialngsRomanL©L©Ä- Ô–â…0Ô–Õ"·DGaramondRomanL©L©Ä- Ô–â…0Ô–Õ ·DTimes New RomanL©L©Ä- Ô–â…0Ô–Õ0·DVerdanaw RomanL©L©Ä- Ô–â…0Ô–Õ"@·DWi þÿÿÿþÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿþÿÕÍÕœ.“—+,ù®0´ˆ´ÀÈÐØ à èð ø  MäNäytössä katseltava esitysJY‚ÛÄ Arial GaramondTimes New RomanVerdana WingdingsLevelGInclusive Education of Children with Emotional and Behavioral ProblemsResearch questionsMethod Research group: general program6Research group: integrated special education program *Research group: special education program The dataCase studies: TimCase studies: TimCase studies: MaryCase studies: MaryCase studies: HenryCase studies: HenryCase studies: AlexCase studies: Alex Conclusions Conclusions Käytetyt fontitSuunnittelumalli Dian 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hð`ð| ”&  !"#$&%//HG,,HHßßžžƒƒ..**>> ŽŒ   21   () 5   ‘ ’ “”•–—˜™š›œžŸƒ ð0ƒ†A¿ÀÅAÿ@ñ÷ð8ó"d€ó#e€Ðw ‹N Êš;»Vo8Êš;úgþý4kdkdÀ^ ì–â…0¦ÿÿÿdÿÿÿpûppû@ <ý4dddd—A10L© - <ý4BdBd—A10L© - ÿ ˆ8Š0º___PPT10‹ pµpµ?Ù Ú %OÙ Ú =ð©8óŸ¨FInclusive Education of Children with Emotional and Behavioral Problems¡GG4ª~    Ÿ¨pRiitta Viitala University of Jyväskylä, Finland Department of Special Education e-mail:riitta.viitala@edu.jyu.fi¡qPqªP0   óŸ¨Research questionsª$ Ÿ¨ï1. What kind of children are named emotionally and behaviourally disordered? 2. How this kind of children are socially integrated in their programs? (The topic of this prensentation.) 3. What kind of pedagogic methods do the teachers use?¡$ðNk7ªî      ó Ÿ¨MethodªŸ¨ÄResearch is qualitative (ethnografhic) Data is: collected from three different kind of kindergarten classes 1) general program 2) integrated special education program 3) special education program¡:0=X0=XªD         ó$Ÿ¨Research group: general programª:  Ÿ¨ 23 children altogether Three children with emotional and behavioral problems Two early childhood teachers, one kindergarten practical nurse, one assistant (In Finland most of the children with special needs go to this kind of ordinary preschool or kindergarten) ª0           ó%Ÿ¨5Research group: integrated special education program ¡66(ªx   Ÿ¨Ë13 children altogether Six children with special needs Two children with emotional and behavioral problems One special kindergarten teacher, one early childhood teacher, one kindergarten practical nurse ¡674a74aªÖ        ó&Ÿ¨)Research group: special education program¡**(ª^  Ÿ¨žSeven children altogether All of them had emotional and behavioral problems Two special kindergarten teachers, one kindergarten practical nurse, one assistantªZ        ó Ÿ¨The dataŸ Includes: Observing memos*, interviews of the staff, children s interviews*, documents (IEPs) * the data of this presentation Is categorized as social episodes: shared activities discussions concerning everyday events community experiences conflicts playing alone ¡l ZTZ Z$ZhZ T $ hªž               ó Ÿ¨Case studies: TimªŸ¨Shared activities very active Discussions concerning everyday events eager to take part in Community experiences creates them, participates ¡ˆ ' 'ª       ó Ÿ¨Case studies: Tim¡(ªŸ¨ÇConflicts quite a few often the iniator takes some part in incidents in which the aim is to exclude someone Consequences Tim is mostly included has some friends uncertain mentions of friendship, too ¡L b O b Oªž     ó  Ÿ¨Case studies: Mary¡(ªŸ¨°Shared activities participates to some extent Discussions concerning everyday events sometimes take part in Community experiences every now and then always with the same girl ¡ˆ'.'.ªz       ó Ÿ¨Case studies: Mary¡(ªŸ¨ÊConflicts extremely seldom, defends herself tries not to exclude other children Consequences Mary is mostly excluded by verbal name-calling underestimation direct verbal or physical rejection teasing ¡t G Q G Qªž      ó Ÿ¨Case studies: Henry¡(ªŸ <Shared activities many kind of shared activities Discussions concerning everyday events doesn t discuss a lot Community experiences doesn t often take part in¡t'' ªV      ó Ÿ¨Case studies: HenryªŸ fConflicts takes part in difficult to say how conflicts start or who s the iniator tries to exclude a girl with severe learning difficulties Consequencies Henry is mostly included ¡L ‚ ‚ªz      ó Ÿ¨Case studies: AlexªŸ¨{Shared activities is engaged in Discussions concerning everyday events takes part in Community experiences tries to create ¡t'' ªê     óŸ¨Case studies: AlexªŸ¨ÁConflicts is involved in quite often the initiator aims to exclude the girl with severe learning difficultie Consequencies Alex is partly excluded by verbal name-calling direct verbal rejection¡b c, c,  ªz       ó Ÿ¨ Conclusionsª Ÿ ÎA certain kind of behavior doesn t directly lead to his or her social position What kinds of factors effect the social integration of children with emotional and behavioral problems? The amount of child s constructive activities? ¡6·0·0ª¦     ó'Ÿ¨ Conclusionsª  Ÿ¨×What kinds of factors effect the social integration of children with emotional and behavioral problems? The typical peer culture in each group? The amount and nature of conflicts? 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hð`ð| ”&  !"#$&%//HG,,HHßßžžƒƒ..**>> ŽŒ   21   () 5   ‘ ’ “”•–—˜™š›œžŸƒ ð0ƒ†A¿ÀÅAÿ@ñ÷ð8ó"d€ó#e€Ðw ‹N Êš;»Vo8Êš;úgþý4kdkdÀ^ ì–â…0¦ÿÿÿÿÿÿpûppû@ <ý4dddd—A10L© - <ý4BdBd—A10L© - ÿ ˆ8Š0º___PPT10‹ pµpµ?Ù Ú %OÙ Ú =ð©8óŸ¨FInclusive Education of Children with Emotional and Behavioral Problems¡GG4ª~    Ÿ¨pRiitta Viitala University of Jyväskylä, Finland Department of Special Education e-mail:riitta.viitala@edu.jyu.fi¡qPqªP0   óŸ¨Research questionsª$ Ÿ¨ï1. What kind of children are named emotionally and behaviourally disordered? 2. How this kind of children are socially integrated in their programs? (The topic of this prensentation.) 3. What kind of pedagogic methods do the teachers use?¡$ðNk7ªî      ó Ÿ¨MethodªŸ¨ÄResearch is qualitative (ethnografhic) Data is: collected from three different kind of kindergarten classes 1) general program 2) integrated special education program 3) special education program¡:0=X0=XªD         ó$Ÿ¨Research group: general programª:  Ÿ¨ 23 children altogether Three children with emotional and behavioral problems Two early childhood teachers, one kindergarten practical nurse, one assistant (In Finland most of the children with special needs go to this kind of ordinary preschool or kindergarten) ª0           ó%Ÿ¨5Research group: integrated special education program ¡66(ªx   Ÿ¨Ë13 children altogether Six children with special needs Two children with emotional and behavioral problems One special kindergarten teacher, one early childhood teacher, one kindergarten practical nurse ¡674a74aªÖ        ó&Ÿ¨)Research group: special education program¡**(ª^  Ÿ¨žSeven children altogether All of them had emotional and behavioral problems Two special kindergarten teachers, one kindergarten practical nurse, one assistantªZ        ó Ÿ¨The dataŸ Includes: Observing memos*, interviews of the staff, children s interviews*, documents (IEPs) * the data of this presentation Is categorized as social episodes: shared activities discussions concerning everyday events community experiences conflicts playing alone ¡l ZTZ Z$ZhZ T $ hªž               ó Ÿ¨Case studies: TimªŸ¨Shared activities very active Discussions concerning everyday events eager to take part in Community experiences creates them, participates ¡ˆ ' 'ª       ó Ÿ¨Case studies: Tim¡(ªŸ¨ÇConflicts quite a few often the iniator takes some part in incidents in which the aim is to exclude someone Consequences Tim is mostly included has some friends uncertain mentions of friendship, too ¡L b O b Oªž     ó  Ÿ¨Case studies: Mary¡(ªŸ¨°Shared activities participates to some extent Discussions concerning everyday events sometimes take part in Community experiences every now and then always with the same girl ¡ˆ'.'.ªz       ó Ÿ¨Case studies: Mary¡(ªŸ¨ÊConflicts extremely seldom, defends herself tries not to exclude other children Consequences Mary is mostly excluded by verbal name-calling underestimation direct verbal or physical rejection teasing ¡t G Q G Qªž      ó Ÿ¨Case studies: Henry¡(ªŸ <Shared activities many kind of shared activities Discussions concerning everyday events doesn t discuss a lot Community experiences doesn t often take part in¡t'' ªV      ó Ÿ¨Case studies: HenryªŸ fConflicts takes part in difficult to say how conflicts start or who s the iniator tries to exclude a girl with severe learning difficulties Consequencies Henry is mostly included ¡L ‚ ‚ªz      ó Ÿ¨Case studies: AlexªŸ¨{Shared activities is engaged in Discussions concerning everyday events takes part in Community experiences tries to create ¡t'' ªê     óŸ¨Case studies: AlexªŸ¨ÁConflicts is involved in quite often the initiator aims to exclude the girl with severe learning difficultie Consequencies Alex is partly excluded by verbal name-calling direct verbal rejection¡b c, c,  ªz       ó Ÿ¨ Conclusionsª Ÿ ÎA certain kind of behavior doesn t directly lead to his or her social position What kinds of factors effect the social integration of children with emotional and behavioral problems? The amount of child s constructive activities? ¡6·0·0ª¦     ó'Ÿ¨ Conclusionsª  Ÿ¨×What kinds of factors effect the social integration of children with emotional and behavioral problems? The typical peer culture in each group? The amount and nature of conflicts? The guidance given by the adults? ¡&hphpªš       /ðÜóóóóóóóó ó ó( ó) ó* ó+ó,ó-ó.ó/êðÚñ0 ZðRðdðêð( ð ðdðX ðd C ð¿ÿPð°Ð ðà  ÿðR ðd S ð€d/ÿ¿ÿPð° °0Ððà  ÿ ð쟠†The data were gathered by observing and interviewing both the staff and the children. I also obtained some documents. I have analysed this qualitative data only provisionally by using qualitative content analysis. When I ve analyzed social integration, I have tried to reach the children s points of view. That s why I have used observation data and the data which were collected by interviewing children. Preliminary results At first I categorized social episodes in kindergarten classes as shared activities, discussions concerning everyday happenings, community experiences and conflicts. I paid attention also to episodes in which a child played or worked alone. All the episodes occurred both when children selected the activities by themselves and when the adults decided what to do. Most social episodes took place when the children had a chance to choose their activity. The most common social episode was a shared activity. Children walked around, drew, built with blocks, played games and played together. Verbal interaction was not necessary in a shared activity although it often developed itself during the episode. Discussions concerning everyday happenings were short, spontaneous moments when children talked about what was going on around. In community experiences the communication increased or aimed to increase the children s sense of community. It could be a straight reference to friendship, defending another child or a word play meaningless for someone outside. In those word plays a child could give a funny idea which the other child understood. All these episodes were constructive  opposite of them were destructive episodes which meant conflicts. When conflicts were verbal, they could be just little retorts, but at worst they were very mean. 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