Support for students with special educational needs in the Slovenian education system

Abstract

The article outlines how support is provided to students with special educational needs in the Slovenian education system. The principles of the adopted forms of assistance and the five tiers of the intervention model are discussed: 1. Support from teachers in the classroom, including lesson-related activities and other forms (additional teacher assistance), 2. Additional support from the school self-government, 3. Individual and group additional support, 4. Support from external institutions, 5. The process of issuing opinions regarding programs for students with special educational needs and individualized programs. The first tier involves additional teacher support, aimed at adapting the teaching process to the individual needs of students. The second tier consists of additional initiatives and measures within the student government. The third tier encompasses an individualized approach, taking into account the unique requirements of each student. The fourth tier provides support from external institutions specializing in assistance for students with disorders and disabilities. The fifth tier involves the process of issuing decisions and developing an individualized support program. The principles of supporting students with Special Educational Needs (SEN) in the Slovenian education system are drawn from the Response to Intervention (RTI) model, widely recognized and applied in the USA for over 30 years. Currently, many teachers, researchers, and other specialists are examining its utility. The text includes an analysis of the advantages and disadvantages of the adopted support model and several conclusions relevant to the Polish context of education for students with special educational needs.