HOJKSin merkitys opiskelijalle ammatillisessa perusopetuksessa

Abstract

Aiheentyölle antoi opetusharjoittelun aikana herännyt kiinnostus henkilökohtaisen opetuksen järjestämistä koskevan suunnitelman laadintaan ja HOJKSin merkitykseen opiskelijan näkökulmasta. Tarkastelen työssäni yleisimpiä oppimiseen vaikuttavia tekijöitä, oppimisvaikeuksia sekä HOJKSiin liittyvää käsitteistöä ja HOJKS-prosessia. Opiskelijoiden kokemuksia HOJKSista kokosin haastattelemalla seitsemää HOJKS-opiskelijaa Ylä-Savon ammattiopistossa. Haastattattelun tulokset kuvaavat suurimmalta osin HOJKSin tavoitetta toimia oppimisen edesauttajana ja motivaattorina. Kuitenkin jotkut opiskelijat olivat melko tietämättömiä HOJKSin suhteen ja yhdellä opiskelijalla oli hyvin ennakkoluuloinen asenne niinHOJKSia kuin koko oppimisympäristöä kohtaan.

The interest towards the theme of this development project, the individual education plan (IEP), was aroused during the teacher training period. The IEP process itself, its effect on the students in vocational education and its significance for the students from their point of view became the focus of the study. As theoretical background the most commonly occuring features affecting learning, learning difficulties as well as the concept and the process of the IEP were defined anddiscussed by means of different sources. In addition to learning difficulties, the concept of temperament was included in the study, because it characterises each individual and their ways of learning things. The material of this project was collected at Ylä-Savo Vocational Institute (Ylä-Savon ammattiopisto) by interviewing seven students with individual education plans. The results of the interviews emphasise the aim of the IEP to contribute to thelearning and to motivate the students to learn more. However, many students were quite ignorantof the IEP and one of the students had a very prejudiced attitude towards the IEP as well as towards the whole learning environment.