Students’ voices about the extra educational support they receive in regular education

Abstract

There has been an increased focus on listening to students' voices in inclusive education in the last decade. To ensure the right of students to be heard and educational needs can be met in the Dutch education system, we set up a qualitative study to gain more insight into: 1) the problems that students experience at school, 2) how and from whom they can receive support for their problems, 3) how students evaluate the received extra educational support and 4) how they evaluate its impact. We interviewed 72 students who were assessed for learning problems or social-emotional and/or behavioural problems in secondary education (n = 33) or vocational education (n = 39). The interviews focused on both learning problems and social participation problems. The results show that students do not only experience learning problems or social-emotional and/or behavioural problems, but other problems too, such as concentration and motivation problems. A considerable number of students also experience social participation problems. Students mainly receive individual or group support, which is given outside the classroom. In general, students are positive about the received support, due to the extra time, attention and opportunity to discuss problems that this gives them.

Norwegian students’ experiences of homeschooling during the COVID-19 pandemic

“…Feedback and support from their teachers is important for all students. However, extra instructions from their teacher and the ability to ask for help seem to be especially important for low-achieving students with different kinds of learning problems (de Boer and Kuijper 2020). Based on this knowledge, infrequent contact between teachers and the youngest students during the period of homeschooling is of particular concern when it comes to low-achieving students in need of extra support and feedback to manage their schoolwork.…”

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

“…These factors may involve e.g., teacher’s burnout syndrome (Corbin et al, 2019 ; Hoglund et al, 2015 ) or the insecure attachment style of the teacher (Morris-Rothschild & Brassard, 2006 ; Sher-Censor et al, 2019 ). Third, other factors may be of a more practical nature, e.g., the unanswered need for regular teachers’ supervision (Hoque et al, 2020 ; Mogg, 2020 ), the lack of cooperation between school management and parents (Feranska, 2018 ), the lack of extra educational support for ADHD students (De Boer & Kuijper, 2021 ), too many students in the classroom or teachers’ lack of understanding or misinformation of the symptoms of ADHD (te Meerman et al, 2017 ).…”

Más allá de la ley. Transitar y acceder a la universidad española con parálisis cerebral

“…La insuficiencia de las acciones emprendidas respecto al acceso parece requerir nuevos desarrollos políticos y educativos. Gibson (2015) apunta la necesidad de superar el enfoque de derechos predominante, homogéneo para todos y todas y exclusivamente basado en la norma, aplicando una mirada crítica sobre el impacto de las políticas en las personas concretas y visibilizando las experiencias de los y las estudiantes con discapacidad (Boer y Kuijper, 2020). Cuestiones significativas en el caso de las personas con parálisis cerebral, colectivo al que se presta atención en la literatura científica del ámbito educativo en etapas obligatorias (Martins y Leitão, 2012), pero cuya presencia es prácticamente ausente en lo relativo a educación superior [en los últimos diez años, según la base de datos Web of Science, se han publicado dos artículos científicos que abordan objetos de estudio relacionados con la parálisis cerebral y educación superior, y solo uno de ellos está centrado en estudiantes (Campos y Pedraza, 2019)].…”

“…De forma particular, la investigación respecto a los procesos de tránsito de los y las jóvenes con parálisis cerebral identifica obstáculos que, aunque varían en función de distintos aspectos, encuentran ciertos nexos de unión que pueden contribuir a la comprensión de sus vivencias de transición y acceso a la universidad: obstáculos vinculados a las capacidades físicas, que pueden restringir la búsqueda de independencia y el establecimiento de relaciones sociales fuera de la familia (Norwich, 2020); en algunos casos, la disminución de la capacidad de atención (Ng et al, 2003); falta de oportunidades para participar en actividades de ocio (Callus y Farrugia, 2016), o vivencias previas, en otras etapas educativas, que condicionan negativamente sus experiencias de transición y acceso [como la falta de asertividad de la comunidad educativa (Boer y Kuijper, 2020) o la escasa coordinación entre etapas e instituciones (Norwich, 2020)].…”