The year 2020 was the year when learning, education, work and life in general took an entirely different turn. The first wave of COVID-19 came to Slovenia in March 2020. To protect the people, the government of Slovenia shut down all public life and institutions, including those attended by children with special educational needs (they receive education at special institutions that also provide the required nursing services and all medical rehabilitation programmes), educational institutions and social work centres. By doing so, it prevented people from receiving support and help in person. In October 2020 the measures were readopted, shutting down public life. Suspending the usual way of life creates challenges and distress for all people. Then there is a group of people, namely children with special educational needs, that is often overlooked.
Children with SEN are above all children, but ones who are facing many challenges in their lives. That is why they need support and help, which they mostly receive from their families. It takes a good interpersonal relationship and good cooperation with experts for the family to feel good and function well. Parents mostly cooperate with social workers and counsellors to provide support and help to their child. Children with special educational needs are often able to satisfy certain needs in educational institutions, which they are unable to satisfy within the family. One aspiration of the social model is to put an end to the institutional life and dependence of children, persons with disorders. When the country was locked down and restrictions were imposed on the people, it greatly deprived persons with disorders, persons in needs of personal assistance; they were prevented from leading normal lives.
Through research, I found that the covid-19 virus affected each family differently. Initial confrontations with the virus were negative, and many adjustments were needed to the situation. Some families faced more conflict than others, while others became more connected. In order to maintain good dynamics in the family, it was important that the families had the support and help. The main source of this for parents in marriage or out of wedlock was the partner and children. Single parents, however, cited their parents as the main source of support. Parents have observed a negative impact of covid-19 virus and measures on their children with intellectual disabilities. All the changes were stressful for the children, which was evident in the cooperation with the family and the school, as well as the progress in physical and mental condition. Parents were not enthusiastic about the action of the state - distance school, but they with teachers, both parents and their children enthusiastically accepted the return of lessons to schools. The fear of being infected with the virus was minimal.
A big problem perceived in my research was that parents have very little experience of working with social workers, both in the schools themselves and in the social work centers. This tells us that parents perceive low involvement of social workers, and at the same time the parents themselves appeal to greater involvement of social workers in society.
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