Finnish Vocational Students' Perceptions of the Special Support in Their Studying

Purpose: This article draws on the dissertation (Ryökkynen, 2023), which addresses the needs and expectations of the marginalisation (two per cent) of vocational students in Finland. The study participants are students who have severe learning difficulties, disabilities or serious health problems and thus need intensive special support for their studying. The dissertation aims to give them a voice to understand what elements of support would enhance their studying, sense of belonging and would be at the core of good vocational education and training (VET).

Methods: The studies summarised in the dissertation used multiple methods (content analysis, narratives positioning and actantial analysis). The multiple methods have answered different research questions. However, their primary aim has been to support the core qualitative-driven approach, the overarching research questions, and the dissertation's aim. Combining several methods, the study sought a holistic understanding of students’ perceptions.

Findings: The participants’ needs and expectations culminated in understanding. Understanding teachers, employers, parents, and friends created the foundation for students’ success in vocational studying. It supported their sense of belonging and created the foundations for good VET. The VET system should provide enough time for students to form and re-form their perceptions of themselves as young people, as a student and as a member of the workplace and society. The findings addressed that VET is more than a qualifying, competence-based, subject-oriented and effective student system. It has a solid socialising and subjectification domain which means that the whole VET system and its teachers function as inductors into workplaces, as well as into everyday life and society.

Conclusion: The study argues that understanding students’ special needs is essential though insufficient, and the concept of understanding should be elaborated and elucidated. Although different individually tailored measures and methods of special support and guidance make apparent that understanding is essential for the success of students with special needs, the study suggests that recognition is the most fundamental element in enhancing students’ studying and sense of belonging. This means that the significant others depict the students in a broad-minded and positive way, not only as students with special needs but as students with valuable skills and knowledge.