دورية أكاديمية
Parents' and Teachers' Perceptions of Parental Involvement and Practices in the Education of Students with Learning Disabilities in Greece
| العنوان: | Parents' and Teachers' Perceptions of Parental Involvement and Practices in the Education of Students with Learning Disabilities in Greece |
|---|---|
| اللغة: | English |
| المؤلفون: | Dimitra Eleftheriadou, Anastasia Vlachou |
| المصدر: | School Community Journal. 2023 33(2):237-264. |
| الإتاحة: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Parent Attitudes, Teacher Attitudes, Parents, Parent Student Relationship, Parent Participation, Foreign Countries, Learning Disabilities, Parent School Relationship, Special Education Teachers, School Support |
| مصطلحات جغرافية: | Greece |
| تدمد: | 1059-308X 1059-308X |
| مستخلص: | Parental involvement, as well as parent and teacher relations, have been considered as a significant factor that affects children's schooling. Still, in order to foster inclusion, parent-teacher relations need further investigation. This study explores parent and teacher perceptions of parental involvement in the education of students with Learning Disabilities (LD) based on Epstein's (1995) parental involvement typology. Epstein's questionnaires for parents and teachers were administered to 151 mothers, 77 fathers, 232 general, and 126 special education teachers in Greece in order to investigate their perceptions of parental involvement types and practices concerning the education of children with LD. The differences among parent- and teacher-related sociodemographic characteristics were also examined. The findings reveal that the parents associate their involvement in the education of their children with LD more with Type 1-Parenting, whereas the teachers with Type 5-Decision making. Parents use more Type 4-Learning at home practices, whereas teachers employ Type 2-Communicating practices. Notwithstanding, there are a series of statistically important findings concerning parent and teacher perceptions of parental involvement and practices in the education of children with LD by sociodemographic characteristics. Results are discussed in relation to their implications in promoting more inclusive and sustainable home--school partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1412855 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1059-308X 1059-308X |
|---|