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.
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.
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.
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.
