Working with pupils with learning difficulties during distance learning by school counsellors and teachers

V zadnjih dveh šolskih letih smo bili v šolstvu zaradi epidemičnih razmer priča številnim spremembam in novim načinom poučevanja. Izobraževanje se je preselilo iz šole na splet, kar je številnim učencem povzročalo težave. Nekateri učenci so imeli težave pri učenju že pred novimi razmerami, veliko pa je bilo takšnih, pri katerih so se težave pojavile na novo. Namen magistrskega dela je bil ugotoviti, kako so šolski svetovalni delavci in učitelji sodelovali z učenci, ki so imeli težave pri učenju, ter kako je potekalo sodelovanje med omenjenima skupinama strokovnih delavcev. V raziskavi je sodelovalo 176 učiteljev razredne in predmetne stopnje ter srednješolskih učiteljev, ki so izpolnjevali anketni vprašalnik. Z dvema šolskima svetovalnima delavkama je bil opravljen intervju. Rezultati kažejo, da so učitelji in šolski svetovalni delavki v času izobraževanja na daljavo opazili precejšen porast učencev, ki počasneje usvajajo znanje. Ti so najpogosteje potrebovali: dodatno razlago, spodbudo in motivacijo. Učitelji so jim v večini namenili eno do dve uri tedensko, najpogosteje so z njimi izvajali videokonferenco. Strokovni delavci so medsebojno sodelovanje ocenjevali kot odlično ali zelo dobro.In the past two school years, due to epidemic conditions, we were witnessing numerous changes in the schooling system and new ways of teaching. Schooling has moved from schools to the web, which caused troubles for numerous students. Some students had troubles learning even before the new conditions, but there very many, who only started having troubles. The purpose of the master’s thesis was to find out, how school counsellors and teachers cooperated with students with learning disability and how this cooperation between the mentioned groups of professional workers took place. In the research participated 176 class and subject level teachers and middle school teachers, who filled out the survey questionnaire. With two school counsellors, we performed an interview. The results show that during distance teaching the teachers and the two school counsellors noticed a significant increase in students, who learned more slowly. They mostly needed: additional explanation, encouragement and motivation. Teachers mostly provided them with one or two additional hours weakly, mostly through videoconferences. Professional workers assessed the cooperation as excellent or very good