One-on-one tutoring for children with special educational needs
A qualitative multiple-case pilot study in a Kosovo public school
Bibliographic Data
| ID | 6434028 |
|---|---|
| Authors | Zamira Hyseni Duraku (0000-0002-8268-3962, University of Prishtina), Linda Hoxha (0000-0003-4981-4980, University of Prishtina), Besarta Buqaj (University of Prishtina) |
| Year | 2025 |
| Volume | 20 |
| Issue | 3 |
| Pages | 94-110 |
| Publication date | 2025-09-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Children s Services (JOURNAL) |
| Journal identifiers | ISSN: 1746-6660 • E-ISSN: 2042-8677 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jcs-09-2024-0043 |
| OpenAlex | W4413997153 |
| Language | EN |
| References cited | 26 |
Purpose The purpose of this study is to evaluate the outcomes of a service-learning initiative designed to address the academic, behavioral and social challenges of children with special educational needs (SENs) in Kosovo’s public education system. As part of their graduate training, school psychology and counseling students from the University of Prishtina, Kosovo’s major public university, provided individualized one-on-one tutoring over an eight-week period. Design/methodology/approach This qualitative, multiple-case pilot study involved ten children aged 6–12 years, all enrolled in a public school and identified as having neurodevelopmental disorders or significant learning and communication difficulties. Data were drawn from detailed weekly reports submitted by the graduate student tutors and analyzed using deductive thematic analysis to explore outcomes across developmental domains. Findings The one-on-one tutoring intervention led to improvements in language skills, mathematical understanding, behavioral regulation, communication and peer interaction among children, who also demonstrated increased engagement, confidence and independence. Teachers observed greater classroom participation and more inclusive peer dynamics, while parents reported improved communication, motivation and participation of their children in daily home routines. Originality/value This study highlights the potential of service-learning as a supportive approach for delivering personalized educational support to children with SEN, particularly in resource-constrained settings. This study illustrates how structured, individualized tutoring, implemented through a university-based service-model, would help complement and strengthen inclusive education
Mathematics education · Medical education · Pedagogy · Qualitative research · Social science · Sociology · Special education · Special Educational Needs · Diverse Education Studies and Reforms · Global Educational Reforms and Inequalities · Medicine · Parental Involvement in Education · Psychology
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Self-Determination Theory
Parental Involvement in the Development of Children’s Reading Skill
A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning
Barriers to parental involvement in education
A Meta-Analysis of the Impact of Service-Learning on Students
Service-Learning as a Novelty Experience at Central and Eastern European Universities
Classroom-Based Experiential Learning
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Service learning in higher education
The role of service-learning in psychology students’ community engagement, self-efficacy, volunteerism and attitudes toward children with disabilities
Qualitative Case Study Methodology
Service-learning informing the development of an inclusive ethical framework for beginning teachers
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |