Pupils with specific learning difficulties in primary schools represent a group that requires adapted educational approaches and additional support to ensure successful inclusion in the education system, such as additional professional assistance, individualized education programs, and specialist centres. Despite existing forms of public support, practical experience shows that access to these services is not always straightforward. This may be partly attributed to neoliberal trends in education, which emphasize individualization and a more active role of the individual. Similarly, the increasing tendency to seek support from private providers can be linked to new forms of parenting, where parents take a more active role in their children’s education overall.
In Slovenia, an increasing number of private providers offer support services to parents and pupils with specific learning difficulties. Services provided by various centres, organizations, and individuals include learning support and tutoring, psychosocial assistance, speech and language therapy, and various forms of therapeutic interventions.
In the theoretical part of the thesis, neoliberal educational policies, contemporary forms of parenting, and the characteristics of pupils with specific learning difficulties, as well as existing public and private support mechanisms, are presented. The empirical part is based on a qualitative research approach, with semi-structured interviews conducted with parents of pupils with specific learning difficulties, school counselling workers, and representatives of private support services.
The aim of this study is to examine the challenges faced by parents of pupils with specific learning difficulties in accessing public support services and to identify the reasons for their decision to turn to private support services. The research explores specific challenges in accessing public support services for pupils with specific learning difficulties, parents’ experiences of the quality of these services compared to private ones, and the factors influencing the decision to choose private providers.
The analysis of interviews shows that parents often face long administrative procedures, a lack of information, and staff shortages when accessing public services, resulting in long waiting times and uneven service quality across regions. Private services are perceived by parents as more accessible, more individualized, and more flexible, but often financially inaccessible, which increases social inequalities. The analysis also reveals differences between urban and rural environments, where the availability of private services is significantly more limited.
Based on the findings, several possible measures are proposed: improving the organization and shortening procedures in the public sector, establishing minimum service quality standards, promoting partnerships between public and private providers, and introducing financial schemes to ensure equal accessibility. The results of this study indicate the need to establish a more efficient and equitable public support system that will be of greatest benefit to pupils with specific learning difficulties.
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