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Team work of education professionals at offering professional assistance and support to pupils with specific learning difficulties in elementary school: a comparative study of Slovenia and E England

Ines Wolf (2019) Team work of education professionals at offering professional assistance and support to pupils with specific learning difficulties in elementary school: a comparative study of Slovenia and E England. MSc thesis.

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    Abstract

    Slovene and English education policies are both committed to the inclusive approach to special needs education. For the inclusion development in schools a team-based approach of the education staff is very important in the process of cooperation with children and parents. The main aim of the master's thesis is to identify the features of education staff teamwork while providing professional assistance and support to pupils with specific learning difficulties in Slovenian and English elementary schools. We compared the opinions of Slovenian education staff and the opinions of the teachers of a private English primary school: The Unicorn School. We were interested in possible differences between educational staff according to the country of employment. The sample is comprised of different staff profiles from primary schools in Slovenia and The Unicorn School, who use the team-based approach for supporting and helping pupils with specific learning difficulties. In accordance with the purpose of the quantitative-based survey approach we prepared a survey questionnaire by means of which we gathered the adequate empirical data and processed them with the SPSS programme. The anonymous questionnaire was completed by 196 members of Slovenian education staff and 31 of The Unicorn School. The research shows there are no significant differences between opinions of Slovenian and English education staff regarding the education staff profiles and the frequency of team-based elements used while providing professional support and help to pupils with specific learning difficulties. We also concluded that the English education staff teams meet more frequently to provide professional support and help to pupils with specific learning difficulties than the Slovenian ones. We have proved that the English education staff more often carries out teamwork for different purposes in the field of providing professional assistance and support to pupils with specific learning difficulties. Moreover, in England, teamwork is a part of planning and evaluating professional support and help more frequently than in Slovenia. The research shows there are no statistically significant differences between the two countries regarding when and how frequent the teachers teach in teams. We have proved that the English education staff members more frequently perceive the advantages of teamwork in the field of providing professional assistance and support to pupils with specific learning difficulties, whereas the Slovenian ones more frequently perceive problems and difficulties in teamwork and see the potential for improvement. The research indicates that the most of Slovenian education staff want to gain additional knowledge and concrete guidelines for the efficient school teamwork, whereas the most of English education staff find it unnecessary. The research suggests the Slovenian education staff consider greater involvement of mobile special education teachers in teamwork than the English ones. On the basis of the obtained answers we provided the concrete guidelines for more efficient elementary school teamwork in the field at offering professional assistance and support to pupils with specific learning difficulties.

    Item Type: Thesis (MSc thesis)
    Keywords: pupils with specific learning difficulties, teamwork, teachers and education staff in elementary school, professional support and help for pupils
    Number of Pages: 188
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    doc. dr. Milena Košak BabuderComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12624201
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 6029
    Date Deposited: 04 Oct 2019 11:13
    Last Modified: 04 Oct 2019 11:13
    URI: http://pefprints.pef.uni-lj.si/id/eprint/6029

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