Accessibility in Basic Education in the Arts 2018

The survey charted the implementation of regional, physical, economical, and pedagogical accessibility solutions in educational institutions that provide basic education in the arts in Finland. Questions surveyed, among other topics, the institution's strategies to increase accessibility, in-service training for teachers and the teacher recruitment process, courses and modules provided by the institution, the student selection process, cooperation across administrative and organisational boundaries, and possible obstacles preventing the increase of accessibility. The survey was conducted as part of the ArtsEqual project funded by the Academy of Finland (ID: 314223/2017). First, the respondents were asked whether an equality and non-discrimination plan had been drawn up for the institution and whether an accessibility assessment had been carried out. Questions also focused on whether the institution's teachers had been offered in-service training and whether prospective teachers' previous work experience with different minority groups had been considered during the teacher recruitment process. Regional accessibility was surveyed by asking the respondents whether the educational institution had units in several locations and whether the institution cooperated with other educational institutions. Physical accessibility of the institution was examined with questions on, for example, whether various facilities (e.g. doorways, staff facilities) had been altered to be more accessible. Additionally, questions charted whether attention had been paid to the usability of pedagogical tools. Next, the respondents were asked whether courses and modules offered by the institution were available to groups other than children and young people, and in which languages education was offered. The process of applying to the institution and the student selection process were surveyed. The ways in which the institution had increased financial accessibility (e.g. free student places, scholarships, reduced costs) were also examined. Regarding pedagogical accessibility, the respondents were first asked how teaching strategies and learning materials had been adapted to be more accessible (e.g. by providing materials in plain language). Questions also surveyed the personal study plans of students and the institution's capacity to provide education for special needs groups. Additionally, the respondents were asked whether the institution strived to enhance the accessibility of its communication and whether various methods had been used to increase students' participation. Cooperation across administrative and organisational boundaries was charted by asking the respondents about the institution's cooperation partners. Finally, the respondents were asked to evaluate whether various issues (e.g. lack of financial resources) could obstruct the improvement of accessibility in the institution, as well as whether they thought that the ArtsEqual project had affected the promotion of accessibility in the institution. Background variables included the location of the educational institution, type of the institution, field of study (within arts education), syllabus (general or extended), and number of students.