This empirical study addresses the question of the quality and effectiveness of individual support measures and support facilities in all-day forms of primary school. The focus of the research interest lies in the development of individual support measures and in particular on the way in which these are assessed by children, parents, teachers, and other specialists involved. The main emphasis is on the prospective interaction between the following components: • Individual processing, learning behaviour and learning strategies among schoolchildren and their attitudes to the services offered and/or the assessment of these by the children. • Parents’ experiences with the support services offered, their assessment of the services offered, and parental support and educational behaviour. • Assessments and subjective theories and the way in which they link teachers and other educational specialists with each of the services offered and their effectiveness.

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