Ristić Dedić, Zrinka and Ivšac Pavliša, Jasmina (2024) Perspectives of pupils with additional support needs and their parents on the learning support during the COVID-19 pandemic in Croatia. Journal of research in special educational needs, 24 (2). pp. 362-375. ISSN 1471-3802
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IN ENGLISH: The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID-19 pandemic due to changes in organisation of the teaching and learning process and the heightened need for support. To gain in-depth insights into the experiences of upper secondary school pupils with ASN and their parents, an exploratory, phenomenological study of the perspectives of pupils and parents was conducted within the Croatian educational system. Semi-structured interviews were conducted with 12 pupils with individualised educational programmes (IEPs) along with their parents. The data were analysed through reflexive thematic analysis. Three participant profiles that differed in regard to the perception of stability/change of learning support during the pandemic were generated and described. The dominant perspective included the perception of consistently low teacher support during the pandemic, which arises from insufficient recognition of pupils' needs, reactive stance and placing responsibility for school success on pupils. The perception of intensified parental support was evident in some accounts of both parents and pupils, but the pupils' explicit invitation stood out as a key factor in the activation of parents. --------------- IN CROATIAN: Koncept inkluzivnog obrazovanja ugrađen je u dokumente obrazovne politike u svijetu, ali njegova implementacija za učenike s potrebama za dodatnom podrškom još uvijek predstavlja izazov. Izazovi obrazovanja učenika s potrebama za dodatnom podrškom posebno su porasli tijekom pandemije COVID-19 zbog promjena u organizaciji procesa poučavanja i učenja te pojačanoj potrebi za podrškom. U cilju stjecanja dubinskih uvida u iskustva učenika srednjih škola s potrebama za dodatnom podrškom i njihovih roditelja, provedena je eksplorativna, fenomenološka studija perspektiva učenika i roditelja u hrvatskom obrazovnom sustavu. Provedeni su polustrukturirani razgovor s 12 učenika s individualiziranim obrazovnim programom i s njihovim roditeljima. Podaci su analizirani pomoću refleksivne tematske analize. Određena su i opisana tri profila sudionika koji su se međusobno razlikovali s obzirom na percepciju stabilnosti/ promjene podrške učenju tijekom pandemije. Dominantna perspektiva uključuje percepciju kontinuirano niske podrške učitelja tijekom pandemije, koja proizlazi iz nedovoljnog prepoznavanja potreba učenika, reaktivne pozicije i prebacivanja odgovornosti za školski uspjeh na učenika. Percepcija intenzifikacije roditeljske podrške je opažena kod dijela roditelja i učenika, ali je eksplicitni poziv roditeljima od strane učenika ključan čimbenik u aktivaciji roditeljske podrške.
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. - Title in Croatian: Perspektive učenika s potrebama za dodatnom podrškom i njihovih roditelja o podršci učenju tijekom COVID-19 pandemije u Hrvatskoj. |
| Uncontrolled Keywords: | Additional support needs, COVID-19 pandemic, upper secondary school pupils, parents, semi-structured interviews, support for learning (potrebe za dodatnom podrškom, pandemija COVID-19, učenici srednjih škola, polustrukturirani razgovori, podrška učenju) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LC Special aspects of education |
| Depositing User: | Karolina |
| Date Deposited: | 28 Nov 2023 15:23 |
| Last Modified: | 09 Sep 2024 08:44 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/1101 |
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