Početno pisanje slova u hrvatskom jeziku

Vuk, Ivana; Lenček, Mirjana; Pavliša, Jasmina Ivšac

doi:10.31299/log.10.1.4

Cited by 1 publication

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“…Several factors might be responsible for the observed differences in these findings. (1) The initial levels of individualisation and support provided to pupils with ASN in Croatian schools might have been lower than in comparative countries in normal pre-pandemic circumstances (Vuk et al, 2023). In line with this, Croatian upper secondary pupils with ASN might not expect teachers to provide individualised support and enable a more diverse set of adjustments for themselves, especially in light of the recognition that formal IEPs might be 'not functioning' from the start of schooling process, that is, in elementary education (Brozović, 2014).…”

Section: Discussionmentioning

confidence: 99%

Perspectives of pupils with additional support needs and their parents on the learning support during the COVID‐19 pandemic in Croatia

Dedić,

Pavliša

2023

Research in Spec Educ Needs

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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.

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Section: Discussionmentioning

confidence: 99%