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Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

100%

Vanninen P. , Määttä K.

nr 1-2

37-46

Dyslexia can have determining effects on a person’ s learning identity, educational choices, and life in general. This is the first scientific report focusing on the remedial training prospects for adults with dyslexia. The main purpose of the research was to provide new information about reading disability in adults and to determine the usefulness of remedial training for dyslexia in Finland. In this research, the remedial effect of training material that was created to improve the reading performance of upper secondary education students was analyzed through two different remedial experiments. The results were analyzed through statistical analysis and students’ own experiences. In addition, the functionality of the diagnostic method for dyslexia and reading disability in students were studied. The sample (n = 98) comprised students from two Finnish education institutes who participated in two remedial training experiments. The reading of the test group (n = 6) and the control group (n = 3) selected from the sample were studied for one study year. The test group was given 20 hours of remedial training for dyslexia while the control group was not. The research group (n = 37) in which the diagnostic method was tested comprised of students from two Finnish vocational schools. The research results showed positive development in students’ reading during the remedial training period. Statistically significant decrease in the total number of reading errors and significant increase in reading speed were found. According to the results, the cerebral hemisphere-oriented tasks in the training material stimulated the weaker cerebral hemisphere, as expected. The training material for students with L-type dyslexia had a more positive effect than the one designed for students with P-type dyslexia.

Love-Based leadership in early childhood education

100%

Uusiautti S. , Määttä K.

Journal of Education Culture and Society

2013

tom 4

nr 1

109-120

A day care center is not just any place where children can spend their day while parents are at work. How to ensure that children have good childhood experiences and how to sup-port their positive development from the very beginning of their educational career? In this study, we introduce the concept of love-based leadership and discuss its role and implemen-tation in early education. Love-based leadership in early education is a method that renews teachers’ professional skills. The Finnish early childhood education system offers favorable premises for love-based leadership in early education. The method should also be included in the curriculum of future early childhood education teachers.

Can the Facilitated Communication Method Support Autistic People, According to Facilitators' Opinions?

100%

Sipilä A.-K. , Määttä K.

tom 15

nr 1

1-26

AAC practitioners and researchers have developed non-speech communication strategies and technology greatly during the past 30 years. This article concentrates on one of them: the Facilitated Communication Method. The aim of this research is to describe the facilitated communication method in the light of the perceptions and experiences of facilitators (N= 11) who have assisted handicapped people with expressing themselves with this method. The purpose is to bring out the use of the method, its preconditions and functionality, especially among autistic people. The data was gathered by semi-structured interviews. The research was based on a qualitative research paradigm with a phenomenographic method. The results show that no common formula for how to make the facilitated communication method succeed can be found, because every communication situation is different. However, the method aids many people with communication disabilities who are searching for a communication method that supports speech replacement.