Η σχέση του σχολείου με οικογένειες που έχουν παιδιά με μαθησιακές δυσκολίες

Περίληψη

The present study depicts the views of parents of children with Learning Disabilities (LD) regarding their role in education, and investigates what inhibits or promotes their involvement. Fifty parents of children with LD, attending the primary and junior high school, participated in the study and provided information anonymously in the form of semi-structured interviews. Their responses were examined in relation to child's school level and their gender. Results showed that parents are willing to cooperate with the school. However, although it is the school teachers who Usually inform parents about the child's disability, their attitude towards them is perceived negatively thereafter, especially in the case of parents of junior high school LD children, who visit the school more often but are more likely to support their children with private tuition at home, than their primary school counterparts. Mothers are more likely to attend school invitations than fathers, and to discuss other than achievement matters (adjustment, socialization) with the school teacher. It seems that parental involvement in the case of children with LD is at a very immature stage, lacks coordination and is not based on mutual agreement between parents and teachers on how to promote the LD child's education and well being.