Vocational special needs teachers promoting inclusion in Finnish vocational education and training

The role of Finnish vocational special needs teachers has changed during the last decades according to work-life and inclusive ambitions in education. In addition substance competence, need pedagogical knowledge education skills. This study investigates descriptions by interaction with students who receive intensive learning support, traces their opportunities support colleges, work life, society, thus inclusion. We ask: (RQ1) How do describe educational (SEN) them? (RQ2) What teachers’ promotes students’ membership training (VET) system, world work, society general, inclusion? interviewed nine as class leaders VET colleges which provide for students. analysis interview data followed principles qualitative content analysis, a category was applied methodological tool elaborate on descriptions. findings revealed three themes: (1) Students’ profiles; (2) Interaction students; (3) needs. participants described them mainly situations, but simultaneously they had strong will encourage also different situations circumstances, thus, subjective social growth. argues that promote inclusion it would be essential acknowledge identity is based not only or specialists there third domain could seen teacher agent’s construct bridge between college real world.