4 │ INVOLVING AND SUPPORTING PUPILS WITH SPECIAL EDUCATIONAL NEEDS Distance learning in basic and upper secondary schools in the Czech Republic 24 One pupil with SEN has problems, so the teacher cooperates with the teaching assistant, who sends assignments. The assistant completes them with the pupil. The teacher then checks them and evaluates the pupil’s work. The teaching assistant provides online support for pupils with SEN based on information from the teacher. All pupils participate in online learning and one pupil with SEN is taught separately in Mathematics with the teaching assistant in the after-school club, doing relatively well. Every day, the teaching assistant communicates with the pupil with third-level support measures (by phone and through video calls), and individual consultations with the teaching assistant and the teacher have also been set up. The assistant also works with other pupils with SEN. In addition to the support and individual care of the teaching assistant, consultations at school or, for example, online tutoring are also organised for pupils. Regular consultations with teachers and teaching assistants are provided to pupils with different mother tongues, as well as to pupils with SEN. The teacher works more intensively with pupils with SEN, for example, in the form of online tutoring. Pupils with SEN are offered consultations, and special educational care subjects have also been implemented. Online tutoring for four pupils with SEN has been introduced, at regular times and with an individual approach. Consultation hours in school in person; pupils with SEN also work with the teaching assistant in person in the school. Individual consultations; pupils with SEN at the 4th level of support have individual education with the help of a teaching assistant. The above examples are all from the 1st stage of BSs; at the 2nd stage of BSs, teachers much more often complain about the difficulties in distance learning of pupils with SEN. It is difficult for me to help pupils with SEN, as the allotted instruction time is short (only 30 minutes of online learning), especially for pupils who would need it. Gap-fill exercises as independent homework have not worked with pupils with SEN, because they are not able to complete them without assistance. Overall, distance learning for pupils with SEN has low effectiveness. However, schools much more often transfer educational responsibilities to parents. Greater involvement of parents in the preparation of pupils with SEN for learning has proved successful. Pupils with SEN have problems with digital competences; for this reason, the school communicates intensively with families. With regard to pupils with SEN, the outcomes improved if legal representatives were involved. Teaching assistants and individual consultations are also used at the 2nd stage of BSs. In cooperation with the teaching assistant, assistance in the form of individual education is offered (for example, for a pupil with SEN – sending problems and providing help in their calculation). For a pupil with SEN who has minimal outcomes, the teacher prepares teaching materials which are delivered by the teaching assistant. For a pupil with SEN, communication is provided by the teaching assistant, who mediates the transfer of assignments. I use a teaching assistant for consultations for pupils with SEN. I use tutoring with a teaching assistant for pupils with SEN. Although individual consultations are also used in non-Maturita fields of USSs, teachers are not very successful in involving pupils with SEN in distance learning at a sufficient level. Unfortunately, involvement of pupils with SEN in distance learning has not improved evenly over the past year. At the 1st stage of BSs, schools are much more successful in setting the cooperation among the teaching assistant, teacher and specific pupil in long-term distance learning than at the 2nd stage, where many teachers still do not see cooperation