Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2024-02-22

2024

Skaraki Eirini

Ευδοξία Ντεροπούλου- Ντέρου, Αναπληρώτρια Καθηγήτρια, ΤΕΑΠΗ, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Απόψεις και εμπειρίες γονέων αναπήρων παιδιών ειδικής πρωτοβάθμιας εκπαίδευσης για την ειδική εκπαίδευση.

Greek

Views and experiences of parents of disabled children in special primary education about special education

The present qualitative research examined the assessment of parents of students with disabilities and/or special educational needs regarding Special Primary Education in Greece. Data collection was conducted through semi-structured interviews with 10 parents of students with disabilities. The purpose of this study is to explore the views and experiences of parents of disabled children with special primary education regarding the education provided to their children in Special Education School Units. The research questions of the study were the following: 1) What are the views of parents of disabled children on disability and special education? 2) What are the views of parents of children with disabilities on the educational policies in place for the education of students with disabilities? 3) What are the experiences of parents of disabled children with special primary education? 4) What are the major challenges parents face with regard to special education and what are the prospects for improvement? Based on the thematic content analysis of the interviews, some central findings can be drawn. A first finding has to do with parents' assessment of inclusive education in general, which they perceive as an opportunity but also as a threat, mainly due to bullying. Secondly, the parents in the study report significant deficiencies in the school units in terms of funding, human resources, cooperation between the individual institutions and parental involvement in education. The educational resources used in special primary education are now outdated and there is very little integration of modern technologies. In any case, parents seem to be excluded from the educational environment, having quite limited awareness of particularly basic issues, such as whether there is a Detailed Curriculum and the way in which their children's progress is assessed. It also appears that in these schools a mode of operation based on the teacher-centered model, i.e. traditional teaching, is adopted rather than teamwork and more innovative models to promote the learning and progress of learners with special educational needs. This study shows that parents are in fact a foreign body in special education, that they are hardly informed about the progress of their pupils and that there is no coordination and organization of the actions carried out for the benefit of the pupil at school and at home at the same time. Therefore, the main proposal of the study is the use of parents in the teaching of students with special educational needs, which is expected to contribute substantially to its improvement.

Education - Sport science

disability; parents of children with disabilities; special education; special school

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https://pergamos.lib.uoa.gr/uoa/dl/object/3390247