Page 294 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 294
ear ly school leaving: contempor ary european perspectives
matter less in which setting students are included than whether they find
that setting supportive (European Agency, 2016). Therefore, it is very im-
portant to establish provisions that would empower teachers and other ed-
ucators with competencies to meet different students’ needs.
Accordingly, one could argue that there are both learning difficulties
by definition that are hindering these students from performing well or
staying engaged in schools as well as the education system that does not
support them in meeting their needs. Thus, there is a great need to act ac-
cordingly and take action to enable these students to reach their potential.
The question remains of whether education facilities are able to make ap-
propriate provisions for every student with different learning difficulties,
disabilities and special educational needs to succeed. Actions regarding the
prevention of ESL for students with learning difficulties would need to fo-
cus on several different issues in order to cope with the multiple factors
leading to ESL, including their individual needs and motivation.
How to support students with learning difficulties to prevent
ESL
Research-based considerations
The European Agency for Special Needs and Inclusive Education (2016)
suggests that many types of interventions to reduce ESL are likely to work
if introduced with sufficient quality and sufficient attention to local and in-
dividual circumstances. However, single-strand interventions are not the
most effective way forward. There is a need for a broad range of actions fo-
cused on students, their schools and their families and the opportunity
structures which shape their choices.
Efforts to reduce ESL among students with learning difficulties or even
special educational needs students in general should therefore focus on of-
fering an individually designed high level of support and different opportu-
nities regarding all circumstances related to the individual student’s educa-
tional experiences and motivation, including both the student’s individual
needs and characteristics, their background and also the teachers’ and ed-
ucation system’s characteristics.
Combatting the risks for ESL among young people identified as having
SEN and/or a disability involves ensuring that:
- these young people have an appropriately high level of support;
294
matter less in which setting students are included than whether they find
that setting supportive (European Agency, 2016). Therefore, it is very im-
portant to establish provisions that would empower teachers and other ed-
ucators with competencies to meet different students’ needs.
Accordingly, one could argue that there are both learning difficulties
by definition that are hindering these students from performing well or
staying engaged in schools as well as the education system that does not
support them in meeting their needs. Thus, there is a great need to act ac-
cordingly and take action to enable these students to reach their potential.
The question remains of whether education facilities are able to make ap-
propriate provisions for every student with different learning difficulties,
disabilities and special educational needs to succeed. Actions regarding the
prevention of ESL for students with learning difficulties would need to fo-
cus on several different issues in order to cope with the multiple factors
leading to ESL, including their individual needs and motivation.
How to support students with learning difficulties to prevent
ESL
Research-based considerations
The European Agency for Special Needs and Inclusive Education (2016)
suggests that many types of interventions to reduce ESL are likely to work
if introduced with sufficient quality and sufficient attention to local and in-
dividual circumstances. However, single-strand interventions are not the
most effective way forward. There is a need for a broad range of actions fo-
cused on students, their schools and their families and the opportunity
structures which shape their choices.
Efforts to reduce ESL among students with learning difficulties or even
special educational needs students in general should therefore focus on of-
fering an individually designed high level of support and different opportu-
nities regarding all circumstances related to the individual student’s educa-
tional experiences and motivation, including both the student’s individual
needs and characteristics, their background and also the teachers’ and ed-
ucation system’s characteristics.
Combatting the risks for ESL among young people identified as having
SEN and/or a disability involves ensuring that:
- these young people have an appropriately high level of support;
294
