The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID-19 pandemic due to changes in organisation of the teaching and learning process and the heightened need for support. To gain in-depth insights into the experiences of upper secondary school pupils with ASN and their parents, an exploratory, phenomenological study of the perspectives of pupils and parents was conducted within the Croatian educational system. Semi-structured interviews were conducted with 12 pupils with individualised educational programmes (IEPs) along with their parents. The data were analysed through reflexive thematic analysis. Three participant profiles that differed in regard to the perception of stability/change of learning support during the pandemic were generated and described. The dominant perspective included the perception of consistently low teacher support during the pandemic, which arises from insufficient recognition of pupils' needs, reactive stance and placing responsibility for school success on pupils. The perception of intensified parental support was evident in some accounts of both parents and pupils, but the pupils' explicit invitation stood out as a key factor in the activation of parents.

中文翻译：

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克罗地亚 COVID-19 大流行期间有额外支持需求的学生及其家长对学习支持的看法

全纳教育的概念已在世界各地的政策文件中得到充分确立，但其对有额外支持需求（ASN）的学生的实施仍然存在问题。在 COVID-19 大流行期间，由于教学过程组织的变化以及对支持的需求增加，对患有 ASN 的学生进行教育的挑战显着增加。为了深入了解患有 ASN 的高中生及其家长的经历，在克罗地亚教育系统内对学生和家长的观点进行了一项探索性现象学研究。对 12 名接受个性化教育计划 (IEP) 的学生及其家长进行了半结构化访谈。通过反思性主题分析对数据进行分析。生成并描述了三份参与者资料，这些资料对大流行期间学习支持的稳定性/变化的看法有所不同。主流观点包括认为在大流行期间教师支持持续较低，这是由于对学生的需求认识不足、采取被动态度以及将学校成功的责任归咎于学生。在家长和学生的一些叙述中，都明显感受到了家长支持的加强，但学生的明确邀请是家长积极行动的关键因素。