Ceco: Niilo Mäki Institute & Oppiko Akatemia®

Oppiko Neuropsychiatric Coach -training

- Finland's most popular NPF Coach training: over 700 trained, of which over 95% recommend the training! - Qualification as a neuropsychiatric (NPF) coach - No unpaid leave - Training opportunities (online) in the evenings and other studies flexibly according to your own schedule - Your own well-being in a central role - Plenty of high-quality, ready-made material to use in practice - Provides a lot for everyone who faces NPF challenges in everyday life - All medical lectures by a specialist doctor

Spel-Ett Läsflyt

Game-One Reading Fluency is a game for readers who need to practice reading fluency. Automation and accuracy in reading are practiced in the form of a captivating game. The player visits magical forests and villages as well as a school of magic in an old castle. Diligent play is rewarded with diamonds that can be used to purchase additional equipment for the game character. The game's exercises begin with reading high-frequency Swedish words. The exercises then focus on common Swedish endings that are practiced in connection with high-frequency word stems. The words are connected to contexts that are familiar to children who are learning to read. Game-One Reading Fluency is suitable for students who have mastered the content of Game-One but need practice in increasing the pace and accuracy of their reading. Students who are still practicing letter-sound connections or reading short words are recommended to first play Game-One.

NAPP – tidig kartläggning av förutsättningar för inlärning

Why? To obtain current and research-based information on early language skills and the prerequisites for learning to read and write in Finnish-Swedish 5- and 6-year-olds. There is a need for Finnish-Swedish material for both mapping and monitoring early language skills. What does NAPP do? Develops mapping material for five- and six-year-olds to individually map language skills. The material is available for sale through the Niilo Mäki Institute. Collects research information on children's knowledge and background factors at the age of five and six. Trains early childhood education staff in the use of the mapping material, how children's early language skills predict reading and writing development, and how these skills can be supported. When is NAPP taking place? Spring semester 2024: we develop and pilot mapping material Autumn semester 2024: the mapping material is standardized with approximately 300 five-year-olds and 300 six-year-olds in Swedish Finland Year 2025: The material is completed Year 2026: The mapping material is published and we offer training in its use.

SSB – Test i Snabb Seriell Benämning

The material SSB – Test in Snabb Serial Naming is used to test naming ability in children. The test consists of eight tasks; Colors, Numbers, Letters, Objects, Numbers and Letters, Colors, Numbers and Letters, Verbs and Words. With the help of the SSB test, speech therapists, special teachers or psychologists can effectively test a child’s naming speed and any naming errors. The SSB test can be administered when it is suspected that the child has difficulties with naming, language difficulties, reading and writing difficulties or more extensive learning difficulties. The SSB test has norms for Finland-Swedish children aged 6-13. The manual contains theory about naming ability and naming difficulties, instructions for conducting the test and instructions for correcting and interpreting results. Within a few years, we will also publish norms for grades 7 and 9.

Kartläggning av läsförståelse i digitalt format

Mapping of reading comprehension in digital format: Frida and the animals – digital mapping of reading comprehension in year 2 Four notes on the accordion – digital mapping of reading comprehension in year 3 Ida and Filip – digital mapping of reading comprehension in year 5 The purpose of the materials is to map students' reading comprehension skills. With their help, students who need support in reading comprehension can be identified. The materials cover the entire variation of reading comprehension skills and can also be used to identify students with particularly good reading comprehension skills. The reading comprehension mappings are carried out via the Niilo Mäki Institute's Arvid service. Users gain access to the Arvid service by ordering teacher and student licenses from NMI. The surveys are based on these publications: Ann-Katrine Risberg, Nea Kronberg, Kjell Staffans (2013) Frida and the animals – survey of reading comprehension in year 2, Lärum-förlaget, Ann-Katrine Risberg, Nea Kronberg, Kjell Staffans (2014) Four notes on the accordion – survey of reading comprehension in year 3, Lärum-förlaget and Kjell Staffans, Ann-Katrine Risberg, Nea Kronberg, (2010) Ida and Filip – survey of reading comprehension in year 5, Lärum-förlaget. These have been updated, revised and transferred in digital form.

ILS-digi 1–9 Kartläggning av läsflyt, rättstavning och räkneflyt

ILS-digi 1–9 is a research-based assessment tool designed to assess basic reading fluency, spelling and arithmetic fluency in students in grades 1–9. The assessment is standardized in April and is recommended to be used during the month of April so that the results are comparable to the standards. ILS-digi 1–9 assessment tools contain five different sets of materials: grade 1, grade 2, grade 3–4, grade 5 and grade 6–9. ILS-digi 1–9 contains the following tasks: Reading sentences (reading fluency) Writing words (spelling) Arithmetic fluency (grades 1–4 addition and subtraction, grades 5–9 addition, subtraction, multiplication and division) The student's results can be reviewed by task. For each task, a brief summary of the number of student responses and correct answers, the time used and the result in percentile form is displayed. During the compilation, all answers are displayed in their entirety, which makes it possible to review them qualitatively (for example, the words in Writing Words). For each task, there is also a short description of the content and purpose of the task. What happens after the mapping? The mapping is a tool for identifying needs for support. It is not intended to be the only instrument for determining reading difficulties, but an aid to effectively identify possible students at risk of reading and writing difficulties and who require a more detailed mapping of reading and writing skills. The test results from the mapping are used to identify students who are performing poorly in certain areas, in order to then use them to make individual mappings and determine the need for support. For grades 1–2, there are individual assessments and tools for monitoring learning as part of the LukiMat service: Materials for assessing learning — LukiMat For grades 1–5, 7 and 9, there are individual mappings for monitoring learning, ILS – Learning and Support in reading and writing

ILS – Individuell Läsning och Skrivning för årskurs 7 och 9

ILS – Individual Reading and Writing Grades 7 and 9 is a Finnish-Swedish, research-based and standardized mapping material for systematic monitoring of students' reading and writing skills in the higher grades. Reading and writing skills develop throughout compulsory school, but difficulties may only become apparent in grades 7–9 when the demands increase. Systematic mapping enables the identification of difficulties, monitoring of support measures, well-founded pedagogical decisions and prevention of dropouts and motivation problems. It also strengthens the transition to the second stage. The material maps three central areas: reading fluency (decoding and automation), spelling and reading comprehension (grade 7 in printed form, grade 9 digitally). Together, these provide a comprehensive picture of the student's skills. ILS contains both group and individual tasks. The group tasks provide an overview of the class's level and help identify students at risk. Individual tasks enable in-depth analysis, qualitative information about reading aloud and basis for individually adapted support. Students with results at the 25th percentile or lower are recommended to have individual follow-up. The material is standardized in Finnish-Swedish schools (grade 7 in the fall, grade 9 in the spring) and several tasks are common with the ILS for grades 1–5. This enables long-term follow-up of reading and writing development from the start of school to grade 9. The material includes guidance, administration instructions, forms, test protocols, answer keys, norm tables and copying and printing materials. The group tasks take approximately 2–35 minutes per part and individual tasks approximately 10 minutes per student. The material is particularly suitable for special needs teachers, Swedish teachers and other professional groups with expertise in reading and writing development.

VBT – Verbbenämningstest

The Verb Naming Test (VBT) is a Finnish-Swedish adaptation of the original Finnish test Toiminanimeämistesti, which is published at the same time. The test consists of 60 black-and-white pictures illustrating various activities in increasing difficulty. It is administered individually. The VBT includes a manual with pictures, test instructions and norms for Finnish-Swedish 6–12 year olds, as well as answer sheets for scoring.

ILS – Individuell Läsning och Skrivning

ILS – Individual Reading and Writing is a Finnish-Swedish material for mapping reading and writing skills. With the help of the material, students at risk of reading and writing difficulties can be identified and followed up. The ILS material consists of both group tasks and individual tasks with norms for grades 1, 2, 3 and 5. The material includes grade-specific tasks as well as tasks for monitoring students' reading and writing development. The teacher's guide contains a theoretical overview of reading and writing development, grade-specific instructions for carrying out the mapping, instructions for correcting and interpreting results.

KUMMI 19. Självreglering och exekutiva färdigheter – Att stödja riktning, motivation och kapacitet i skolan

The KUMMI series contains assessment, teaching and training materials for learning and learning disabilities. In the 19th part, we present a model for how support for self-regulation and executive skills can be built up. The focus is particularly on how regulation of behavior and learning can be supported in school. The handbook provides a framework for how support measures can be planned, implemented and followed up in a consistent and structured way. The book's starting point is that self-regulation is a skill that is constantly developing in interaction with the environment. Successful self-regulation occurs when the demands of the environment and the skills an individual has meet and are sufficiently consistent. The forms of support in the book are divided into three steps, where the focus is on adapting the environment to support self-regulation on the one hand and on the other supporting the individual 1. Supporting the direction - what is expected of me? 2. Supporting the motivation - what feedback do I get? 3. Supporting the capacity - what skills do I need? A crucial question is how the adults around the child can act in a way that supports the development of regulatory skills in children and young people, especially executive skills, strengthen their ability to function in changing situations and enable successful self-regulation. The book is aimed at everyone who works with children and young people and who wants to develop their understanding of how self-regulation skills develop and increase their ability to respond to and support self-regulation difficulties. The book attaches particular importance to the demands and challenges of the school context regarding self-regulation, which makes it well suited to school staff: teachers, special education teachers, supervisors, counselors and psychologists.

KUMMI 17. Check in Check out (CICO) – en modell för individualiserat beteendestöd i skolan

Difficulties with behavior can be very stressful for both teachers and the entire school community and are a risk factor for students' future development. A reduction in disruptive behavior promotes students' learning and positive development and improves the general well-being at school. This Kummi publication presents the Check in Check out (CICO) operating model, with the help of which students can be offered more effective behavioral support as part of everyday school work. The Finnish version of the CICO model was developed and researched in the joint ProKoulu and ProVarkaus projects of the University of Jyväskylä and the Niilo Mäki Institute. The Swedish version was translated and edited within the framework of the Niilo Mäki Institute's project Learning and Support in Finnish-Swedish Schools 2 (ILS 2). The Kummi publication is aimed at school personnel: teachers, special education teachers and school counselors, as well as psychologists and counselors. The manual describes how to use the CICO model in practice in schools. The handbook also contains the evaluation and work tools needed to initiate support for individual students. The Kummi publication contains: General principles for supporting behavior Instructions for building behavior support in school Necessary evaluation, documentation and follow-up forms for systematically implementing CICO support

Spel-Ett

Spel-Ett is a game for students and children in preschool (Sweden: preschool class) and for others who need to practice basic reading. Reading is practiced in a playful and fun way through tasks that train the connection between letters and sounds. Gradually, the player also gets to try reading short words. The varying game fields take the player on exciting journeys to the seabed, on a balloon flight and diamond hunt or perhaps on a visit to the frogs. Completed game fields are rewarded with coins, which can be used to equip your own game character or to buy cards that make playing easier.

KUMMI 8. FOKUS Träningsprogram i smågrupp för 8-11-åriga barn med uppmärksamhetssvårigheter

FOCUS – Small group training program for 8-11 year old children with attention difficulties is a manual that describes in detail the basics and application of the FOCUS training program. The manual describes how the 20 sessions should be carried out and contains almost all the necessary material. A ready-made program makes it easier to get started in practice with groups for children with attention and self-regulation difficulties. The manual consists of four parts. The first part describes the theoretical starting points of the training program. The second part deals with general guidelines for how the program should be carried out. The third part describes the 20 sessions in detail and in the last part you can read about experiences with the FOCUS program. The training program material is available online for those who have purchased the manual and from there it is easy to print out the necessary material. The book is intended for professionals who work with children in education or social and health care.

KUMMI 13. HURTIG En konsultationsmodell för daghem – strukturerat stöd för rastlösa barn

The Niilo Mäki Institute's KUMMI series consists of assessment, teaching and support materials for learning and learning disabilities. The authors of the series are experts who keep up with research on learning disabilities and who are familiar with the psychological and pedagogical methods available for assessing difficulties and teaching and supporting children with special needs and needs. The 13th part of the KUMMI series describes a consultation model that can be used to plan support for hyperactive children in daycare centers and preschools. The consultation model described in the book serves as a tool for planning and implementing support in a structured and consistent manner. During the consultation, the child's behavior, situational factors and the feedback that the child receives from his or her environment are analyzed. The goal is to adapt the situational factors and thus more clearly guide the child's behavior in the desired direction. The crucial thing is to become aware of how adults can support the child and the child's needs with their own behavior and actions. The consultation model includes 4 stages: 1) Defining the problem, 2) analyzing the problem, 3) planning and implementing the support, and 4) evaluating. The book describes the objectives of each stage, the tasks of the consultation participants, and the survey methods. For example, special kindergarten teachers or psychologists can act as consultation leaders. The book is recommended for anyone working in early childhood education and who wants to develop their ability to notice how situational factors affect children's behavior and how, by adapting their own actions, they can help children succeed.

Kaninhistorier – Träning i aktiv hörförståelse

Nallematte – Program för utveckling av tidig matematisk inlärningsförmåga

Nallematte is a mathematics program developed for the needs of early childhood education. The program aims to promote general learning ability and prevent mathematical learning difficulties in 3- to 5-year-olds. Nallematte is implemented in the form of play sessions each week. The children get to work on mathematical questions and practice controlling their actions by taking part in the life of a bear family and playing games that the bears teach. Nallematte themes are also addressed in connection with the daycare center's other activities. The goal is for the children to independently begin to pay attention to mathematical phenomena in their environment and begin to investigate and structure the world around them using the mathematical concepts used in Nallematte and their newly acquired skills in controlling their actions. Nallematte has been developed in collaboration with daycare center staff. According to the preschool teachers, Nallematte has served as support for both their own learning and that of the children. The children's learning is promoted by addressing the Nallematte theme both at home and at daycare. Parents are informed about Nallematte via the bear letters that accompany the material. Parents' comments about Nallematte have been positive. My child has really liked Nallematte. These mornings have been the most fun to go to daycare. I am glad he got to take part in the program and hope that his interest in mathematics continues.