This master’s thesis explores the experiences of additional professional support (APS) among students with specific learning difficulties and examines student participation in the planning and implementation of such support. The theoretical part addresses the concept of APS, the legal framework regulating support for children with special educational needs, the role of the Individualised Education Programme (IEP), and different approaches to understanding support, ranging from medical to pedagogical and inclusive perspectives. Particular attention is devoted to student participation as a key element of a high-quality educational process.
The empirical part is based on qualitative research involving semi-structured interviews with students and interviews with APS providers. The aim of the study was to analyse the experiences, perceptions, and understandings of APS from the perspectives of both students and APS providers, with a particular focus on student participation. The research questions focused on the perceived advantages and disadvantages of APS, its impact on academic achievement and social inclusion, student participation, and the relationship between participation, perceived effectiveness, and experiences of support.
The findings indicate that students generally perceive additional professional support positively, viewing it as a source of learning assistance, additional explanations, greater comfort, and improved organisation of schoolwork. They particularly appreciate the individualised approach. Students associate the effectiveness of APS with positive relationships with APS providers, play-based and creative activities, and clearly defined lesson objectives. However, the findings also reveal that students’ involvement in the planning of the Individualised Education Programme and the implementation of APS is generally limited. Interviews with APS providers demonstrate an awareness of the importance of student participation, although its implementation is often constrained by time-related, organisational, and systemic factors.
The findings are consistent with contemporary pedagogical perspectives that emphasise the importance of active student participation for motivation, self-efficacy, autonomy, and a sense of belonging. Nevertheless, student participation in the cases examined remains only partially realised. The thesis therefore highlights the need to transform existing practices towards greater student involvement, flexibility, co-construction, and partnership, in accordance with the principles of inclusive education.
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