Autism in Northern Finland:a prevalence, follow-up and descriptive study of children and adolescents with autistic disorder

Abstract The aims of this study were to estimate the prevalence of autism in Northern Finland and to assess retrospectively the associations of autistic disorder with identified medical conditions and additional disabilities in this defined population of children and adolescents with autistic disorder. In order to find out the factors influencing the outcome, the methods of treatment/habilitation and the interventions used were studied in detail. The last aim was to elicit reliable information for decision-makers as well as ideas for giving support and, because of the presumed better outcome, saving resources in the long run. The data were collected from hospital records and the records of the central institutions for the intellectually disabled in the Provinces of Oulu and Lapland in 1996–1997. The age-specific prevalences obtained in this study showed the prevalence to be lowest, i.e. 6.1 per 10 000, in the oldest age group of 15- to 18-year-old adolescents and highest, i.e. 20.7 per 10 000, in the age group of 5- to 7-year-old children, when the criteria of ICD-10 and DSM-IV were used. In this study, almost 50% of the autistic cases had a tested IQ above 70. Associated medical disorders or associated disorders of known or suspected genetic origin were diagnosed in 12.3%. Other associated medical disorders were epilepsy, hydrocephalus, fetal alcohol syndrome and cerebral palsy. Severe impairment of vision was evident in 3.7%. The most common therapies were physiotherapy and speech, occupational and music therapy. 43.9% of the children and adolescents with autism received specific training according to the TEACCH (Treatment and Education of Autistic and related Communication-Handicapped Children), 10.2% according to the Lovaas and 30.5% according to the Portage program. Antiepileptic medication had been prescribed to 23.9% and psychopharmacals to 14.9% of the individuals with autistic disorder (AD). About three- to fourfold prevalence of AD in Northern Finland was found when compared to 16 years ago. Early, effective and regular interventions in autism have a good impact and should be provided as early as possible to children with autism. Based on the poorer prognosis of those without any early intervention, it can be anticipated that these methods will save resources in the long run

Puheenvuoroja kieli- ja kulttuuritietoisesta varhaiskasvatuksesta

Tiivistelmä Tämä julkaisu on syntynyt osana Hyvään alkuun varhiksessa -hanketta. Hanke on toteutunut Oulun yliopiston, Kasvatustieteiden tiedekunnan koordinoimana vuosien 2018–2020 aikana ja hankkeen on rahoittanut Opetus- ja kulttuuriministeriö. Hanke on tähdännyt kielellisten valmiuksien arvioinnin ja tukemisen kehittämiseen sekä kieli- ja kulttuuritietoisen työotteen lisäämiseen päiväkodeissa varhaiskasvatuksen henkilöstölle suunnattujen täydennyskoulutusten avulla pohjoisessa Suomessa. Hankkeessa on suunniteltu kaksi eri laajuista täydennyskoulutuskokonaisuutta, jotka on toteutettu vuosina 2018–2019 Oulussa ja saamelaisalueella, Inarissa. Hankkeessa toteutettujen täydennyskoulutusten suunnittelussa ja toteutuksessa on tehty tiivistä yhteistyötä Oulun kaupungin ja Saamelaisalueen koulutuskeskuksen kanssa (SAKK). Tämä julkaisu on rakentunut Oulussa järjestetyn, 15 opintopisteen laajuisen täydennyskoulutuksen pohjalta ja artikkelit liittyvät täydennyskoulutuksen keskeisiin sisältöalueisiin: kielellisten valmiuksien arvioinnin kehittäminen, kielen moninaisuus ja yhdenvertaisuus varhaiskasvatuksessa sekä mentorointi yhteisten käytänteiden jalkauttamisessa. Julkaisussa kirjoittavat täydennyskoulutuksessa luennoitsijoina toimineet asiantuntijat. Mukana on myös yksi varhaiskasvatuksen kentän asiantuntijan puheenvuoro. Ajankohtaiset artikkelit käsittelevät varhaisten kuuntelutaitojen merkitystä lapsen kielenkehitykselle, moninaisuutta sukupuolen näkökulmasta varhaiskasvatuksessa, saamelaisten arvojen merkitystä saamelaisessa kasvatuksessa, ohjattua vertaisryhmätyöskentelyä käytänteiden kehittämisen tukena sekä kieli- ja kulttuuritietoisuutta varhaiskasvatuksen arjessa. Lisäksi julkaisun johdantoluvussa kuvataan hanketta ja toteutuneita täydennyskoulutuksia. Julkaisu on suunnattu varhaiskasvatuksen henkilöstölle sekä varhaiskasvatuksen oppimateriaaliksi kieli- ja kulttuuritietoisuutta käsitteleville opintojaksoille eri koulutusasteilla.Abstract This publication is part of the project “Good Start in the Early Childhood Education”, during the project period 2018–2020. The University of Oulu, Faculty of Education, is coordinating the project. The project is funded by the Finnish Ministry of Education and Culture. The project goals are to develop the evaluation and supporting of linguistic skills, and language- and culture-conscious work approach in preschools through continuing education for early childhood educators in Northern Finland. The project planned and executed two continuing education courses of separate scopes. The courses were implemented during 2018–2019 in Oulu region and in Sámi region, Inari. The project cooperated closely with the City of Oulu and with the Sámi Education Institute (SAKK) in the planning and implementation of the continuing education courses. This publication is based on the 15 ECTS course organized in Oulu. The articles relate to the key content areas of this continuing education course: development of language skills evaluation, language diversity and equality in early childhood education, and mentoring in the implementation of common practices. The articles of this publication are written by experts who acted as lecturers in this continuing education. There is also one article by an expert from the field of early childhood education. The articles deal with the importance of listening skills in child´s language development, diversity from gender perspective in early childhood education, the importance of values in the Sámi early childhood education, supervised peer group working in supporting practice development, and also language and cultural awareness of early childhood education in everyday life. The introductory chapter of the publication describes the project and the completed continuing education courses. The publication is aimed at early childhood educators and as an educational material for early childhood education courses dealing with language and cultural awareness at different levels of education

Developing agency through music and movement

Abstract This ethnographic study examines the development of agency in students with special needs during an experiment of classroom music teaching in a special school. The experiment took place from August 2015 to March 2016 and was based on Emile Jaques-Dalcroze’s ideas of music and movement as a means of developing competencies, skills and understanding in music and life in general. The lessons included activities, such as quick reaction and follow exercises, singing with movement, body percussion exercises, dancing, movement improvisation, and relaxation exercises. The data consisted of video recordings of the lessons, and interviews with students, teachers, and teaching assistants. The data were analyzed using qualitative analysis software and thematic analysis. The analysis of the ethnographic data of this practitioner research showed that music-and-movement activities support the development of students’ agency by fostering (a) students’ own decision-making, (b) interaction with others, (c) expression of emotions and initiative, and (d) being recognized by others as active and able musicians. Consequently, this study encourages educators to advocate music and movement as a tool to support individual agency and active participation inside and outside the classroom

Steps towards and challenges of inclusive education in Northern Finland

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