Exploring the provision of learning support for adolescents with special needs within an educational setting

Abstract

This study explored the provision of learning support in educational settings for adolescents with special needs, emphasising resources, strategies, and practices that facilitate equitable opportunities for all adolescents. It highlights the significance of delivering learning support to enhance educational outcomes for adolescents with special needs. The primary components of learning support encompass personalised assistance, inclusive practices, and robust collaboration among educators and families. Access to specialised learning materials and assistive technology, such as speech-to-text software and adapted devices, is vital for providing effective learning support to adolescents. Moreover, successful learning support is predicated on teamwork among educators, special education professionals, and healthcare providers, thereby creating a comprehensive support system that addresses diverse needs. Grounded in Bronfenbrenner’s ecological systems theory, this research employs an exploratory and descriptive design to attain a profound understanding of the complex interplay between various environmental factors that influence the educational experiences of adolescents with special needs. This methodology facilitates the examination of individual experiences, yielding insights into how learning support can be effectively customised to meet diverse needs. Furthermore, this design promotes a holistic perspective of learning support, which is essential for developing practices that are genuinely inclusive and effective. It aligns well with Bronfenbrenner’s ecological systems theory, highlighting the importance of context and the relationships among individuals and their environments in shaping educational outcomes.