How the covid-19 pandemic was experienced by Slovenian and German adolescents with specific learning difficulties

Karmen Javornik (Avtor), Marija Kavkler (Avtor), Sven Lychatz (Avtor), Milena Košak Babuder (Avtor)

Povzetek

The spring phase of the pandemic made the education of adolescents with specific learning difficulties (SpLD) challenging. In the present study, which included 122 adolescents with SpLD (50% from Slovenia, 50% from Germany), we investigated how Slovenian and German adolescents with SpLD perceived and solved some of the challenges of distance learning. The study data were collected with two online questionnaires (in Slovenian and German, respectively). Slovenian adolescents were statistically significantly more likely than German adolescents to mention problems with attention, the importance of multisensory learning, and the importance of being able to choose the time to learn, as well as psychosomatic problems. Slovenian adolescents had more experiences with praise from teachers during the pandemic and they also mentioned more issues with the transition to distance learning and the use of information and communication technology. Younger adolescents had more parental help. Male adolescents were more likely to report that they did not have the right spatial conditions for learning. German adolescents spent more time chatting on social media and experienced less support for learning. Female adolescents were more likely to express fear of the pandemic and a lack of learning support, while male adolescents across the sample missed their peers more. Most of the respondents came from families in which the pandemic did not cause serious material and spatial problems, but German adolescents were statistically significantly less likely to feel these consequences. According to the respondents, the spatial and material conditions were similar in both countries.

Ključne besede

adolescents;Covid-19;distance learning;pandemic;specific learning difficulties;

Podatki

Jezik:	Angleški jezik
Leto izida:	2022
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	University of Ljubljana, Faculty of Education
UDK:	376-056.47:004(497.4:430)
COBISS:	84293891
ISSN:	1855-9719
Št. ogledov:	2093
Št. prenosov:	208
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Slovenski jezik
Sekundarni naslov:	Kako so pandemijo covida-19 doživljali slovenski in nemški mladostniki s specifičnimi učnimi težavami
Sekundarni povzetek:	V spomladanski fazi pandemije je bilo izobraževanje mladostnikov s specifičnimi učnimi težavami (SUT) zahtevno. V raziskavi, v kateri je sodelovalo 122 mladostnikov s SUT (50 % iz Slovenije, 50 % iz Nemčije), smo ugotavljali, kako slovenski in nemški mladostniki s SUT zaznavajo in rešujejo nekatere izzive učenja na daljavo. Raziskovalne podatke smo zbrali z dvema spletnima vprašalnikoma (v slovenskem oziroma nemškem jeziku). Slovenski mladostniki so statistično značilno pogosteje kot nemški navajali težave s pozornostjo, pomen multisenzornega učenja in možnosti izbire časa za učenje ter psihosomatske težave. Slovenski mladostniki so imeli več izkušenj s pohvalami učiteljev med pandemijo, omenjali pa so tudi več težav s prehodom na učenje na daljavo in uporabo informacijsko-komunikacijske tehnologije. Mlajši mladostniki so imeli več pomoči staršev. Mladostniki moškega spola so pogosteje poročali, da niso imeli ustreznih prostorskih pogojev za učenje. Nemški mladostniki so več časa preživeli ob klepetu na družbenih omrežjih in doživeli manj podpore pri učenju. Mladostnice so pogosteje izražale strah pred pandemijo in pomanjkanje podpore pri učenju, medtem ko so mladostniki v celotnem vzorcu bolj pogrešali vrstnike. Večina anketirancev je prihajala iz družin, v katerih pandemija ni povzročala resnih materialnih in prostorskih težav, vendar so nemški mladostniki statistično značilno redkeje občutili te posledice. Po mnenju anketirancev so bili prostorski in materialni pogoji v obeh državah podobni.
Sekundarne ključne besede:	učenci s posebnimi potrebami;specifične učne težave;učenje na daljavo;Slovenija;Nemčija;pandemija;Mladina;Učne težave;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Članek v reviji
Strani:	str. 243-265
Letnik:	ǂVol. ǂ12
Zvezek:	ǂno. ǂ3
Čas izdaje:	2022
DOI:	10.26529/cepsj.1140
ID:	16799884