Προκλήσεις και πρακτικές για μαθητές/τριες με μαθησιακές δυσκολίες σε εξ αποστάσεως εκπαιδευτικά περιβάλλοντα

Abstract

The article explores the experiences of students, parents, and teachers/therapists in a distance learning context, seeking to highlight critical factors for inclusive and quality teaching. Through semi-structured interviews and thematic analysis, the challenges, practices, and attitudes of the participants were recorded. The findings reflect different experiences, but also common difficulties, such as the need for adjustments at various levels. Despite the adversities, students showed adaptability and perseverance, while the use of multimedia applications offered them motivation, enhanced their understanding and participation. Parents played a crucial role as partners, actively supporting the learning process. At the same time, teachers and therapists showed a willingness to collaborate and innovate, although the need for further professional development in distance learning was highlighted. For distance learning to be functional and effective for students with learning difficulties, a well-designed and organized pedagogical framework is required that combines pedagogical approaches, collaboration, technology, and ongoing support.