Povzetek
Pandemija covida-19 je prinesla v vzgojno-izobraževalni prostor mnoge izzive glede izvedbe pouka ter različnih oblik učne pomoči otrokom in mladostnikom s posebnimi vzgojno-izobraževalnimi potrebami. Raziskovalne ugotovitve kažejo na daljnoročne škodljive posledice za otroke in mladostnike na številnih področjih, tudi na vzgojno-izobraževalnem. V Svetovalnem centru za otroke, mladostnike in starše Ljubljana smo v juniju 2021 opravili raziskavo glede šolanja na daljavo, in sicer z vidika različnih oblik učne pomoči, ki so je bili deležni vključeni otroci in mladostniki v osnovni šoli. Podatke smo pridobili z vprašalnikoma, ki smo ju oblikovali za namen te raziskave. V raziskavo je bilo vključenih 34 otrok in mladostnikov (od tega 58,3 % z odločbo o usmeritvi) in 37 staršev. Med tistimi, ki so bili deležni pomoči šole, jih je četrtina prejela individualno in skupinsko pomoč, dobra petina je bila deležna dopolnilnega pouka. Manjša razhajanja so bila v izkazanem zadovoljstvu s pomočjo na daljavo (vidik otroka in mladostnika) in mnenju o zadovoljstvu otroka in mladostnika s pomočjo na daljavo (vidik starša). Otroci in mladostniki so pogosteje navedli, da s pomočjo na daljavo niso bili toliko zadovoljni, kakor so to ocenili njihovi starši. Pričujoča raziskava odpira nekatera vprašanja, ki se nanašajo na izvedbo različnih oblik pomoči v osnovni šoli ter na percepcijo dodatne strokovne pomoči in drugih oblik pomoči med vključenimi otroki in mladostniki ter njihovimi starši. Opozarja na zahtevne okoliščine poteka šolanja v pandemski situaciji, v kateri lahko šolanje pomeni varovalni dejavnik ali dejavnik tveganja za otrokov ali mladostnikov duševni razvoj, ter predlaga nekatere premisleke glede izvedbe različnih oblik učne pomoči tudi v prihodnje.
Abstract
Impact of the COVID-19 Pandemic on the Schooling of Children and Adolescents with Special Educational Needs – Views of Children, Adolescents and Their Parents on the Implementation of Various Forms of Learning Assistance
The COVID-19 pandemic has introduced many challenges into the education system regarding the implementation of lessons and of various forms of learning assistance for children and adolescents with special educational needs. Research findings indicate long-term harmful consequences for children and adolescents in many areas, including the area of education. In June 2021, we at the Counselling Centre for Children, Adolescents and Parents Ljubljana conducted a survey on distance
education relating to the various forms of learning assistance provided to children and adolescents in primary school. We obtained the data with two questionnaires designed for the purpose of this survey. The survey encompassed 34 children and adolescents (58.3% of whom had a SEN Guidance Decision) and 37 parents. A quarter of those who were provided assistance by the school received one-on-one and group assistance, while just over a fifth received remedial classes. Minor discrepancies have been observed in the demonstrated satisfaction with distance learning assistance (the view of the child and adolescent) and the opinion on the child’s or adolescent’s satisfaction with distance learning assistance (the view of the parent). The children and adolescents stated more often that they were not as satisfied with the distance learning assistance as their parents believed they were. The present research opens up a few questions regarding the implementation of various forms of assistance in primary school and the perception of additional professional assistance and other forms of assistance among the children and adolescents involved and their parents. It points out the difficult conditions of schooling during the pandemic, in which schooling can either denote a protective factor or a risk factor for the child’s or adolescent’s mental development; the article gives a few suggestions regarding the implementation of various forms of learning assistance in the future.