Case Study of a Student with Disabilities in a Vocational School during the Period of Online Virtual Classes due to Covid-19

In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by Covid-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers’ training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school. Keyword: foreign language teacher, inclusive school, mobile learning, training

state that the inclusion of children with disabilities in the educational system is called educational integration. The concept of educational inclusion expands and deepens the model of educational integration in theoretical considerations and practical solutions. Inclusion refers to the process of addressing and respecting the needs of all students, including students with disabilities and students with talents, but also children belonging to national minorities. Inclusion should be looked upon through educational dimension trying to provide maximum involvement of all children in the educational process and the wider community. Škrobo (2015) states that children are born with the fundamental rights and freedoms as all human beings. Thus, children with disabilities have all the aforementioned rights, and require even more attention of the society as they need more help and support. Therefore, they are supposed to get the equal educational opportunities. Today, many equate the phrases "children with special needs" and "children with disabilities." However, these are not synonyms. The author claims that the society has the interest in the wider educational inclusion, because some factors of protection against the occurrence of risky behaviours are togetherness and cooperation. Romstein's (2010a) review paper shows that there is no single point of view of what inclusion really means, but there are many perspectives that are often considered as vague or contradictory. The two dominant perspectives among them are the individual and the social ones. Individual perspective interprets it as the inclusion of children with special needs / difficulties in everyday life, which implies their normalization and assimilation. The social perspective, although being explicitly focused on the well-being of the individual, also supports the subordination of special needs / difficulties. According to Luckasson et al. (2002) intellectual disabilities represent a significant limitation in intellectual functioning, including adaptive skills, which also means coping with problems in different situations (in Soudil-Prokopec, 2015). Soudil-Prokopec (2015) claims that the assessment of intellectual functioning requires clinical assessment and individual intelligence testing conducted by psychologists. Intellectual difficulties are manifested in difficult judgment, problem solving, planning, abstract thinking, decision making, academic learning, but also learning from experience. Students with intellectual disabilities experience problems in the cognitive development, socio-emotional development, moral development, motor development, speech, perception and attention. The intellectual disabilities reflect on all life situations. World Health Organization (WHO, 2008) states four levels of intellectual disabilities: 1. mild intellectual disabilities, 2. moderate intellectual disabilities, 3. severe intellectual disabilities, 4. profound intellectual disabilities. Soudil-Prokopec (2015) in addition notes one more category of intellectual disabilities that is so-called borderline intelligence, which is most often the result of brain damage during intrauterine development or during childbirth, but also occurs as a result of neglect.
The psychosocial characteristics of a child with motor impairment also depend on many factors, but usually include the feelings of depression, helplessness and dependence, inferiority and low tolerance for frustration. These emotions are caused partially by the physical state of the person, but they are also the consequences of the external (social) factors such as overprotection in the family, isolation, numerous hospitalizations, barriers in the environment in the form of negative attitudes and architectural barriers (Soudil-Prokopec, 2015).
According to Kukulshka-Hulme (2009) the use of mobile phones and other portable devices is beginning to have an impact on how learning occurs in many different contexts like language learning. The advantage is that the learners are not dependent on access to fixed computers. Although it sometimes crosses the border between formal and informal learning, it creates the potential for significant change in teaching and learning practices. Alongside formal education, everyday opportunities to access learning resources on mobile devices have multiplied. It is possible to download resources and many websites that can be accessed on the go. In practice, there are issues of cost and usability that often stand in the way of such self-initiated mobile learning. Prensky (2001) states that today's students, due to the new technological environment and the quantity of interactions, think and process information fundamentally differently from their predecessors, but most educators are not aware of the depth of these differences. Contrary to Prensky (2001) the author Bartelsen (2011) claims that mobile learning is nothing new, for him reading a book in the train and learning something on the way was also mobile learning. Furthermore, the different perspectives show that mobile learning means all portable devices (like Smart Phones, Tablets and Laptops) which are used for learning informally and formally by students. Frederickson and Cline (2002) list the main impacts on inclusive education: (1) human rights movements in the 1960s, (2) changing the way people look at people with disabilities; (3) non-existent scientific evidence on the advantages of schools for students with disabilities; (4) focus on similarities between children with disabilities and other children, rather than on differences. UNESCO statement in the year 1994 goes that inclusion and participation are the key to human dignity and the implementation of human rights. In education, this is reflected in the development of strategies that equalize opportunities. The upbringing of children is not only the task of the parents, but also the institution that the child attends, which would mean that the function of upbringing with the parents is performed by kindergartens, preschools and schools. The main aim of education is not always the same and it usually depends on the social context it is situated in. Therefore, the family has retained some of its core functions such as: reproduction, economic security, socialization, emotional support, and maintaining orderly relationships among its members (Valjan-Vukić, 2009). According to the author, given the structure, there are some visible differences between traditional and modern families, which include single parents, extramarital affairs and new families after divorce. The changes taking place in modern society leave the school less and less space and opportunities to become or remain a humane and social community. A sense of trust and support between students, teachers and parents is the foundation of establishing partnerships, while their lack results in risky behaviour. The path to the overall development of children requires quality communication between families and schools, deepening their cooperation, developing the social competencies of teachers and parents through various forms of training.

Theoretical Background
According to Lindsay (2013) the International legislation in many European countries promotes inclusive education for students with special needs by educating them together with their peers in regular schools, instead of sending them to special schools or special classes, but each state defines their own implementation of inclusive education. Still the support for inclusion lies generally on two basic presuppositions: the right of children to inclusion in regular schools, and the fact that inclusive education is more effective than segregated education (Schmidt & Vrhovnik, 2005).
Inclusion empowers the change of school culture, policies and practices, and responds to student diversity in the local community by reducing barriers for learning and participation of all students to provide the well-being on a wider scale through the acceptance of diversity among students (Livazović, Alispahić, and Terović, 2015).
According to Ivančić and Stančić (2013) an inclusive school culture ensures that every child has the same right no matter of their national, cultural, language, social or any other difference, as well as the students' abilities. Although student functioning depends on various factors such as personality traits, family socioeconomic conditions, duration of involvement in rehabilitation, etc., there are some special features for each student with disabilities that may affect knowledge acquisition and involvement in the teaching process. Knowing the peculiarities of functioning makes an impact on the selection of appropriate teaching strategies and the support that students need during the teaching process (Romstein and Soudil-Prokopec, 2018).
Inclusive schools include pedagogical practises that enable each student to feel "respected, confident and safe so he or she can learn and develop to his or her full potential" (Das and Sarkar, 2015:383). Goodley et al. (2018:213) state that "a body's capacities -the things it can and cannot do -are always contextual and relational (think technology, material resources, communities of support)". The same authors claim that embodied affects (e.g. joy) and visceral sensations (e.g. pain) can affect the discursive thoughts a body has and the words it speaks.

Edmodo
In order to enhance students' motivation mobile application Edmodo is used because of its simplicity. "Edmodo is an online learning environment" because it is an interactive process where the student is assisted by others (teachers or peers) to acquire knowledge or skills which they cannot acquire without any assistance (Inayati, 2019:111). Furthermore, Evenddy & Hamer (2016) state that that Edmodo is one of social media which can be operated by students, teachers or lecturers, and parents. It can be used to post various assignments and students can trace their learning achievements easily which are related to teaching learning process. One such way of student learning in the new era is with the help of the formation of virtual learning communities which are greatly facilitated by numerous social learning networking sites. These sites are a common feature of the practice of online learning (Marimuthu, Chone, Heng, & Terng, 2017).

Research
The major aim of this research was to develop a mainstreaming model feasible within the Croatian educational system. It was conducted in a public secondary school in Croatia, the city situated in the eastern part of Croatia, involving the foreign language teacher, who teaches English as foreign language 1 and German as foreign language 2, the educational rehabilitator the student with special needs and student's mother.
If there are any problems, the mother is informed, the same goes for praise. The mother is very pleased with the communication with the foreign language teacher as well as the educational rehabilitator or because her son is becoming more independent and does not need any additional help with performing tasks. What is very important that he has no difficulty in learning both English and German while he has some difficulties with the school subject computer typing. He likes doing tasks in Edmodo classroom during the period of online classes due to Covid-19. He prefers working on his own without anyone's help. The family situation has changed since his parents divorced but it did not affect his achievements at school. The mother thinks that he is not influenced by the peers and that he is very happy when the teachers praise him and not criticise him.
"I am very satisfied with the teaching in the school and the communication with the teachers and the whole school team, compared to the primary school where we repeatedly appealed to the problems that my son encountered and which were neglected. As I have a younger son at the age of 10, who attends the same primary school, the situation in that school has not changed. Teaching online is quite difficult for my younger son, who has no difficulties. Unfortunately, my younger son needs daily help in solving tasks. The communication between teachers is non-existent, so I don't think anyone approached me during the whole online class. In the inclusive secondary school, on the other hand, maintains constant communication by teachers, educational rehabilitator, pedagogue and his class teacher. Regardless of the fact that there is a big difference in schools, i.e. secondary and primary school, classes at inclusive secondary school are much better organized and adapted to students than the school of the younger son who still goes to primary school, which I expected that classes are much easier. Therefore, my younger son constantly needs my help, while my older son in an inclusive secondary school does not need my help. When I come home from work he even helps me with the household chores".

The Student's Interview
The student finds the communication between the language teacher and him much better during the past three years than it had been in the primary school. He thinks that he does well in online classes and does not need any help. He is satisfied with the work of the teacher and he would not change anything. Now he is much more independent than he was three years ago. He loves online on his smart phone because he has a lot more time to complete tasks and loves quizzes. It makes him happy when he doesn't have to go to school, and unhappy when he has to go to school. meta language to explain and also translate some of the difficult parts. The point is that the teacher needs to adapt to the student's needs and sometimes use metalanguage so that the student would not feel uncomfortable.

Discussion
The researchers state that the online teaching/learning positively affects student's achievements. Livazović (2017) states that the positive parent-teen relationship can be a protective factor in order to avoid risk behaviour and to help the parent to teach acceptable behaviours, which can be direct (through communication) or indirect (through modelling). The same author claims that positive or negative experiences may change children's lives and impact motivation in a variety of positive and negative ways. The student was not influenced by his peers but by his parents' divorce during the second grade of vocational school, which was stated also by his educational rehabilitator and his foreign language teacher. While the authors Bratković, Bilić-Meštrović (2003) state that there is a connection between the possibility of choice (e.g. participation of persons in the desired activities) and the prevention of behavioural problems. It is pointed out in all of the interviews that the student did not have any negative experiences but on the contrary only positive ones. He is accustomed to do all the tasks and assignments alone without anyone's help. Valjan-Vukić (2009) claims that the employed woman (mother) has changed significantly the dynamics of relationships in the family, but also their own functions. Because the family is a changing social community, its structure, function, and size are constantly varied, and members of the family have to learn to cope with it, trying to avoid changes for worse in the other aspects of their lives, not letting it influence their success in some other fields. Therefore, the student's behaviour changed during the Online virtual classes because he had no problems with these online classes and he even changed his behaviour at home and became more self-confident, reliable and hard-working according to his mother's opinion. It was also stated by his mother and himself that the student likes spending his free time playing computer games in English, which helps him learn. According to Romstein (2010b) present knowledge about the way children with intellectual disabilities learn proves that the social conditions in which the child lives significantly affect his development, therefore the pedagogical and rehabilitation work have to be adapted to the programme. For example, introducing games in the teaching process makes a difference because the attitude of today's children toward their video and computer games is the very opposite of the attitude that most of them have toward school. We want interested, competitive, cooperative, results-oriented learners, actively seeking information and solutions (Prensky, 2003). The student's mother is more satisfied with her child's participation in the class during the pandemic situation of Covid-19 than before. And she is even more satisfied with the online classes that were organized by the foreign language teacher in an inclusive school for her child with disabilities than the other child in the regular program in the primary school. Moreover, she did not spend any time helping her older son in an inclusive school but unfortunately had to spend every afternoon after work working with her younger son. Kranjčec Mlinarić, Žic Ralić and Lisak (2016) showed that foreign language teacher has a positive attitude towards inclusion, but it is clear that teachers are burdened by the implementation of inclusion and do not have sufficient and systematic support and are critical of their willingness and education to work with students with difficulty. This may in part also explain the differences among teachers in providing appropriate support to students in their classes. By providing appropriate support in learning through teaching aligned with opportunities and abilities ensure the progress and development of each student. The didactic-methodical approach implies the selection of strategies and their appropriate adjustment at the level of perception, speech, cognition, and demands (Soudil-Prokopec, 2015). Disorders can vary in severity, intensity, and the presence of additional symptoms. Students diagnosed with some of the learning difficulties are often of average or even above-average intelligence. What accompanies them during education is the disproportion between their intellectual potential and academic achievement, which can develop a sense of frustration, low self-esteem and lead to giving up work and learning, not only during school but throughout life. Learning difficulties cannot be cured, but symptoms can be alleviated, and the key to it is support and understanding of the environment.
The students with learning difficulties often have a good collection of vocabulary and grammatical structures, but they cannot comprehend oral or written language. They can hardly express themselves orally and in writing because they lack strategies for planning, setting priorities, monitoring, predicting and self-assessment (El-Koumy & Salam, 2016). They are usually encouraged to use social networking sites which are easy and user-friendly.
Katavić &Batarelo Kokić (2017) claim that the educational role of the school includes encouraging and monitoring the overall development of students, which includes the development of characteristics that are not measured in school, but might be crucial for a successful life. An inclusive educational environment places additional emphasis on the role of class teachers in the educational system. Kudek Mirošević (2016) emphasizes the importance of educational inclusion, encouraging the teachers to support the development of students by using the method of experiential learning. The teacher's professional competencies are pivotal for the successful inclusion of students with special needs in regular classrooms (Katavić & Batarelo Kokić, 2017). As Ivančić & Stančić (2013) claim the process of implementation of inclusive school is a long-term process. The contemporary school culture tends to be a school for all "different" children but at the same time the "same" children. Therefore, all students are supposed to have the same opportunities for equal education.

Conclusion
If there is an assumption of the existence of "the disproportionality studies concerning school psychology: At the aggregate level, there must be subjectivity and imprecision in the validity and reliability in disability identification and diagnosis to render results meaningless. Some failures are worse than others". The author points out at least three concerns: normal distribution assumptions, individual-level research, and lack of objective diagnostic procedures (Coker, 2020:6). Batarelo Kokić & Rukavina (2011) state that support for a different approach to learning such as a collaborative distance learning, regardless of time and place, has a significant impact on moderating critical thinking and achieving higher-level learning outcomes. The primary mode of communication in computer discussions is textual, and the difference between spoken and written communication is a key to the effective use of computer-aided communication. The student in the case study likes playing computer games and states that they helped him learn English as a foreign language. Prensky (2006) states that children want to be engaged, and their games not only engage them, but teach them valuable lessons. They teach them lessons that we want them to learn, while video and computer games are an inevitable way that children are learning to prepare themselves for their lives to come. Students with learning disabilities (LD) have significant problems in reading (Gardill & Jitendra, 1999). Teachers in the 21 st century are expected to have multiple roles: from being the role models for their students, through reflecting the educational practice, to acting in accordance with the contemporary curriculum (Blažević, 2017). Moreover, the teachers who want to stay modern and up-to-date need to have a lot of competences and they are supposed to participate in life-long learning and be ready to improve constantly. It is the only way for successful contemporary inclusive school for "all" children.