scholarly journals Empowerment for Education of Students with Special Education Needs

2018 ◽  
Vol 3 (94) ◽  
Author(s):  
Audronė Dumčienė ◽  
Saulius Šukys
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Children's Education ◽  
Special Education Needs ◽  
Children’S Education ◽  
Education Needs ◽  
Education Of Students ◽  
Education Process

Background. Teachers who are in favour of education of students with special needs (SEN) together with their peers (inclusive education) appreciate the role of parents in the education process of students. However, Čiuladienė and Paužienė (2012) indicate that the majority of Lithuanian general education schools are not sufficiently prepared for inclusive education.Methods. The sample consisted of 170 parents of students with SEN in grades 5–10. The scale of Parental Involvement in School was used to establish parental involvement in children’s education process. Results. The parent involvement levels in children’s education process were established using three five-point scales: Parent Involvement with Teacher/School – 1.60  points; Teacher Involvement with Parent – 2.22 points; Parent Involvement with Child’s Schoolwork – 3.03 points.More educated parents compared to parents with lower education indicated that communicating with teachers they really felt equal partners (χ 2  = 20.37, p < .001).Parents admit that better collaboration between parents and teachers can more encourage open and honest communication  between  them  (63.5%). A  little  less  than  three-quarters  of  parents  often  or  very  often  received information from teachers about their children’s learning and behaviour. Parents who claimed to have sufficient knowledge of educating their children sometimes indicated that they needed teachers and other professionals to help them with their children’s development problems (χ 2  = 14.11, p < .001).Conclusions. Most parents were involved in the education of pupils with SEN at home but they were little involved in their children’s educational process at school and other school activities.Keywords: student, special education needs, parent, teacher.

Aboriginal Parental Involvement in Education

1978 ◽  
Vol 6 (4) ◽  
pp. 45-53 ◽  
Author(s):  
J. Budby
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Department Of Education ◽  
Children's Education ◽  
Queensland Department ◽  
The Family ◽  
Children’S Education ◽  
Parental Involvement In Education ◽  
Consultative Group

The Aboriginal consultative group to the Schools Commission in their report, Education for Aborigines, made the following statement about the involvement of parents in the education of their children: We are aware of recent research that emphasises the importance of adult and parent involvement in the educational process. This is particularly relevant in an Aboriginal context, where traditionally the education of children was the responsibility of the family. We are keen to see Aboriginal parents become more active in their children’s education and in turn develop more skills and greater confidence in themselves.These thoughts resound the sentiments of the Queensland Department of Education. We appreciate the need for parents to become more involved in education, in providing guidelines of what they feel should be taught to cater for the needs of the Aboriginal/Islander child.

scholarly journals Parental Involvement and Academic Performance of Children with Special Education Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 183
Author(s):  
Irene Christie O. Nillos
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
General Point ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
High Level ◽  
Age And Sex

Evidence shows that the influence of parental involvement (PI) in a student’s academic success can not be underestimated. This descriptive-correlational study focused on PI and the academic performance of children with special education needs and the relationship between these variables. Data were drawn from a modified Parent and School Survey (PASS), integrating the six categories of Epstein's model of PI and General Point Average (GPA) of the children. Using mean, Kruskal Wallis, Mann Whitney, and Spearman rho, results revealed a high level of parental involvement in all areas except in volunteering and beginning level academic performance according to age and sex. There was a significant difference in the parents’ decision making according to age but no significant difference in other categories. Also, there was no significant difference in academic performance in terms of age and sex, and there was no significant relationship between parental involvement and academic performance.

Ideals and realities in the involvement of Filipino immigrant mothers in their children’s education in South Korea

Ethnicities ◽  
2021 ◽  
pp. 146879682110290
Author(s):  
Younghan Kim
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
Language Barriers ◽  
Immigrant Parents ◽  
Immigrant Mothers ◽  
Children's Education ◽  
Knowing That ◽  
Research Interviews ◽  
Children’S Education ◽  
Multiple Challenges

Parental involvement in children’s education plays a crucial role in a child’s life. However, meaningful parental involvement is often a difficult task for immigrant parents because of multiple challenges such as limited resources and information, language barriers, and cultural differences. This article presents findings from qualitative research interviews on the involvement of Filipino immigrant mothers in their children’s education in South Korea. The results indicate that the immigrant parents take their children’s education seriously. They want to raise their children to be happy and successful, knowing that performing well in school is the key to a successful life as an adult, especially in a nation with a fervor for education. Like other parents, they are willing to devote themselves to their children above all else. Compared with previous studies, not many barriers to involvement were revealed in this study. Only two, language barriers and financial concerns, were expressed by all participants as obstacles to involvement in their children’s education. Yet, the true, hidden barrier is how the immigrant parents view their Korean proficiency. They over-emphasize the language barrier, which causes them to avoid conversations with others.

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

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