The master's thesis discusses various forms of assistance to students who are included in adapted implementation of the basic school programme with additional professional support during distance learning. The theoretical part consists of two parts. The first part focuses on the presentation of children with special educational needs in the Slovenian school system and the programs to which they are directed. Several forms of assistance, to which children with special educational needs have the right, are also introduced. The presentation of students with autistic spectrum disorder and students with learning difficulties in individual fields of education and the role of parents or guardians in children's education follows. The second half of the theoretical part focuses on distance education, where the advantages and disadvantages of this form of education are highlighted. The implementation of several forms of assistance to students with special educational needs in distance education is also brought into focus. Based on interviews, the empirical part tries to establish how a student with an autistic spectrum disorder and a student with learning difficulties in individual fields of education experience distance learning. Focusing on the first and second closure of educatioal institutions due to the covid-19 epidemic, the strengths and weaknesses the students identified and the problems they faced are brought to attention. Special attention is paid to the implementation of adjustments and additional professional support during this period. The thesis tries to establish to what extent and in what way they were implemented and which of the developed practices could be permanently included into the work of the providers of additional professional assistance. In addition to school and the environment, parents are an important factor in a child's education. Therefore the objective of the thesis is to establish through interviews, what the cooperation between the school and the parents was like during distance education.
In the thesis, it was established that the students enjoyed distance education, as they had constant support from their parents in their school work. During this period, the workload of both students and parents in integrating into children's education increased, as the emphasis in distance education was on self-education. The thesis also states that at the time the emphasis was mainly on the educational dimension of the school, while personal contact between all participants and the up-bringing dimension were neglected. The findings of the assignment give teachers an insight into the student's experience of distance education, and at the same time a reminder of what they should continue to pay attention to when working with them.
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