Συνεργασία γονέων και εκπαιδευτικών μαθητών με μαθησιακές δυσκολίες και Κοινότητες της Πρακτικής

Περίληψη

This study in a comparative way examines parent/teacher perceptions of homeschool collaboration in the education of children with learning difficulties, via 80 person-to-person semi-structured interviews, based on the theoretical framework of Communities of Practice (Wenger, McDermott, & Snyder, 2002).According to parent/teacher responses, both parents/teachers mostly link school-family “collaboration” with “communication”, among other factors. Additionally, although there is an IEP, parents relate it with the resource room that their children attend, whereas half of the general teachers are just posted and consent that the student goes to the resource room. Τhe above qualitative findings are discussed in relation to their implications in promoting parentteacher collaboration, as well as inclusion.