4 │ INVOLVING AND SUPPORTING PUPILS WITH SPECIAL EDUCATIONAL NEEDS Distance learning in basic and upper secondary schools in the Czech Republic 23 CHART 8 | Distribution of the proportion of pupils with SEN in the class/group and the proportion of absent pupils with SEN in synchronous learning, with a linear trend line (1st stage of BS, 2nd stage of BS and non-Maturita fields of USS) Legend: x-axis – distribution of the proportion of pupils with SEN in the class/group; y-axis – proportion of absent pupils with SEN in synchronous learning; left – 1st stage of BS; right – 2nd stage of BS; bottom – non-Maturita fields of USS) Best practices for involving pupils with SEN include the use of group work in online synchronous learning. Schools either choose a separate group in which they also use the cooperation of a teaching assistant or, conversely, divide pupils with SEN evenly into groups. In asynchronous learning, content is shared via Microsoft Teams and, for pupils with SEN, it is provided in the form of group work with a teaching assistant. In the online environment, we use rooms for groups of pupils, with a special group for pupils with SEN together with a teaching assistant. When divided into groups, pupils are divided alphabetically, but pupils with SEN are divided into groups evenly. From the point of view of implementing online work in groups, the even assignment of pupils with SEN to groups has proved successful. According to teachers, the teaching assistant, who more noticeably substitutes the teacher in education, is definitely a significant asset in the distance learning of pupils with SEN. 0 %5 %10 %10% 15 %20 %25 %30 %35 %40 %45 %50 %0 % 20% 40% 60% 80% 100% 20 %40 %60 %80 %100 %0 % 5 %10 % 15 % 20 % 25 % 30 % 35 % 40 % 45 % 50 % 0 % 20% 40% 60% 80% 100% 20 %40 %60 %80 %100 %0 %5 %10 %15 %20 %25 %30 %35 %40 %45 %50 %0 %20 %40 %60 %80 %100 %50%45%40%35%30%25%20%15%10%5% 0%50% 45% 40% 35% 30% 25% 20% 15% 5% 0% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 0% 0% 0% 20% 40% 60% 80% 100%