Working With Students With Learning Difficulties During Distance Learning
Laura Rožman Krivec

Summary:  The first wave of the SARS-COV-2 virus epidemic brought significant changes, adjustments, and transformations to education, as we began distance learning after schools closed in March 2020. Students learned from home, and teachers conducted the educational process from home. Parents also played an important role in this process. To ensure a continuous approach to individualization and differentiation, and to provide learning support to students with learning difficulties during distance learning, we established a tutoring system at the school. In this paper, as an example of good practice, we describe and analyze the tutoring system we have introduced at the school to help students with learning difficulties. Tutoring as a form of support for pupils with learning difficulties was adopted by 27 teachers; support in learning, organization, ICT support and motivation was provided to 81 pupils across all three levels of education. The outcomes of tutoring were measured in qualitative rather than quantitative terms. All students involved in the tutoring system acquired new knowledge, strengthened their digital literacy and learning-to-learn skills.

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Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.