Page 287 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 287
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Learning Difficulties and ESL
Tina Vršnik Perše
Synopsis
Students with learning difficulties are at a greater risk for ESL than
their peers since they are disproportionately more likely to experi-
ence other risk factors for ESL at the individual, family, school, com-
munity and/or system levels. Multiple and individualised approach-
es should be used by the system and educators to reduce the influence
of these factors.
Summary
All across Europe, young people who leave school early are more
likely to come from disadvantaged groups. These include young
people with a disability, special needs or physical and mental health
problems (NESSE, 2010). Students with learning difficulties are con-
sidered one of the disadvantaged groups even though there is no sin-
gle interpretation or agreed definition of the term ‘learning difficul-
ty’. To better understand the background of learning difficulties and
its relationship with ESL, a basic overview of the terminology is in-
troduced in the paper. Regardless of the particular definition, stu-
dents with learning difficulties are affected by several factors that in-
fluence their tendency for ESL even more than their peers, such as
personal attitudes, family and community, and especially the teach-
ers, the education system and also others. Students with learning
difficulties indicate they do not feel engaged and connected to the
287
Learning Difficulties and ESL
Tina Vršnik Perše
Synopsis
Students with learning difficulties are at a greater risk for ESL than
their peers since they are disproportionately more likely to experi-
ence other risk factors for ESL at the individual, family, school, com-
munity and/or system levels. Multiple and individualised approach-
es should be used by the system and educators to reduce the influence
of these factors.
Summary
All across Europe, young people who leave school early are more
likely to come from disadvantaged groups. These include young
people with a disability, special needs or physical and mental health
problems (NESSE, 2010). Students with learning difficulties are con-
sidered one of the disadvantaged groups even though there is no sin-
gle interpretation or agreed definition of the term ‘learning difficul-
ty’. To better understand the background of learning difficulties and
its relationship with ESL, a basic overview of the terminology is in-
troduced in the paper. Regardless of the particular definition, stu-
dents with learning difficulties are affected by several factors that in-
fluence their tendency for ESL even more than their peers, such as
personal attitudes, family and community, and especially the teach-
ers, the education system and also others. Students with learning
difficulties indicate they do not feel engaged and connected to the
287
