The specific learning disorder with impairment in reading is characterised by persistent disabling difficulties in the learning process of early reading skills. Thus, it is imperative for both parents and teachers to be able to recognize a set of alerting signs, in order to implement efficient and appropriate strategies which will allow the child to cope with reading difficulties precociously. Therefore, the main goal of the present study is to identify the usual or future strategies adopted by parents and/or guardians of 1st/2nd graders suffering from specific learning disorder with impairment in reading in the hope to enable teacher's work and promote successful academic performance. Using a qualitative study, in which were interviewed ten special needs education teachers and ten parents of students who suffer from this disorder, attending primary school and lower secondary education level, it was possible to conclude that parents of children with specific learning disorder with impairment in reading are active and participative elements in the intervention process since home reinforcement activities of what the student has learned at school serve as a major complement to minimise learning difficulties and boost school success.
|Translated title of the contribution||Disruption of specific learning with reading deficit in elementary and secondary school students: parents and teachers of special education in collaboration|
|Journal||Revista Iberoamericana de Educación|
|Publication status||Published - 15 Nov 2018|
- Specific learning disorder with impairment in reading
- Special education teachers
- Students' success