Κατεύθυνση Ειδική Αγωγή
Βιβλιοθήκη Δημοτικής Εκπαίδευσης

2017-06-15

2017

Patakaki Konstantina

Σιδερίδης Γεώργιος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών.
Αντωνίου Φωτεινή, Επίκουρη Κθηγήτρια, ΦΠΨ, ΕΚΠΑ
Γαλανάκη Ευαγγελία, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών.

Αντιλήψεις εκπαιδευτικών για τη γονεϊκή εμπλοκή και τη συνεργασία σχολείου και οικογένειας παιδιών με μαθησιακές δυσκολίες

Greek

Teachers' views of the parental involvement and cooperation with family of students with learning difficulties

Parents and teachers’ cooperation and parental involvement play a significant role in the developmental process and the learning progress of students. Especially in cases of students with learning difficulties, the cooperation between school and family is very important in order to tackle such difficulties. However, a number of researches have found that the difficulties which are faced by the students in learning, act as an obstacle to the relationship and cooperation of parents and teachers for many reasons.
The aim, therefore, of the study was to investigate the opinions of primary school teachers on parental involvement and cooperation with parents of pupils diagnosed with learning disabilities. To achieve this goal, the opinions of 130 primary teachers who teach in general classes and have pupils with learning difficulties were collected via questionnaires. In particular, the level of cooperation between parents and teachers, the views of teachers on the importance and effectiveness of parental involvement, as well as their reports on the frequency of parental involvement were investigated. In addition, teachers’ views of pupils who did not have learning disabilities were compared, and the impact of the experience and knowledge of Special Education in the development of teachers’ perceptions was examined.
The results showed that the cooperation between teachers and parents ranges to moderate levels, while teachers consider parental involvement to be significant in the children’s learning process. Therefore they promote parental involvement through activities and informative meetings. According to the previous researches, there was a greater collaboration between teachers and parents of children without learning disabilities, than with parents whose children have learning difficulties. Another significant outcome was that the teachers with a Master degree in Special Education were more collaborative and scored a higher average in their responses to the importance of parental involvement than the teachers who had not attended the specific program. Finally, the teachers who had specialized in Special Education through a 400-hour seminar noted a higher average in their reports of parental involvement.

Education

Key words: learning difficulties, parental involvement, cooperation, school, family.

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Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/1668057