The use of methods for learning to learn for students with special needs in Slovenia

Abstract

The purpose of this study is to evaluate the quality of instruction among professionals who implement additional professional support for students with special needs in Slovenia, with a focus on methods for learning to learn. A total of 1863 professionals with various job positions participated in the study. The results revealed that seven groups of professionals most often use methods for achieving standards in different learning subjects. The largest significant differences are in methods for developing social emotional skills, methods for rehabilitation and compensation of disabilities and methods for development of attention and concentration. The results also revealed that subject teachers use most of the methods significantly less than other professionals, which rise concerns about the quality of additional professional support in the group of subject teachers.

Keywords:

• Methods for learning
• learning to learn
• students with special needs
• teachers
• inclusion

Notes

1. The data collection and basic analyses were carried out as part of the National evaluation study of different forms of additional professional support that is assigned to children with special needs according to the Placement of Children with Special Needs Act (Vršnik Perše et al. 2016). In this paper we present additional analyses related to differences regarding the job positions of teachers providing additional professional support.

2. Basic education in Slovenia is for children aged from 6 to 15 years. Basic education is compulsory and consists of three cycles: the first and second cycles are primary education, while the third cycle is lower secondary education.