The five-step model for providing a continuum of support for students with learning difficulties is well thought out and adapted to the Slovenian education system. It is based on the "Response to Intervention" model, which enables the early identification of students at risk of specific learning difficulties and the timely and efficient provision of help and support.
This master’s thesis analyses individual and group support within the framework of the five-step model for the management of students with learning difficulties in primary schools. In the empirical part, we analysed the current situation of individual and group help among the participants. We focussed on the evaluation of personnel, spatial, temporal and material conditions. We also wanted to find out what methods and strategies of working with students with learning difficulties are used in the different educational levels and what benefits and challenges practitioners see in their work with teachers. The data was collected by means of surveys. We used a non-standardized questionnaire developed for this master’s thesis. The sample included 96 practitioners of individual and group help working in primary school programmes in all Slovenian regions. For the quantitative study, we used a descriptive and causal, non-experimental method of pedagogical research.
The results of the study show that the spatial, temporal and material conditions for providing help to students with learning difficulties are generally good, except for some cases with less optimal material conditions for work and problems with the timing of assistance. Among the working methods and strategies used by the practitioners interviewed, both within and outside the subject area, the most common is 'observing and guiding a student’s work',” regardless of the educational level. In all three levels of education, practitioners most frequently use a form of collaboration with teachers based on sharing information about the student’s learning difficulties. The results of the study also show that individual and group help and support practitioners believe that effective collaboration and information sharing with teachers has a strong impact on improving the academic performance of students with learning difficulties. Best practise in working with teachers in most cases includes regular information sharing.
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