A importância do envolvimento parental no desenvolvimento de crianças e adolescentes com dificuldades de aprendizagem

Abstract

Learning difficulties have been difficult to define, however, nowadays, the concept of learning difficulties is applied specifically to children and young people with "a significant gap between what is expected according to age and what actually perform in academics terms" (Lopes, 2005). This study aims to compare the perspectives of parents and teachers about the difficulties of learning, inclusion and parental involvement from parents of children with special educational needs, trying to relate them to the school (un)success (academic performance / behavior) of the students. The instruments used were surveys, on paper, to those in charge of education of pupils with special educational needs and through an online questionnaire for teachers to cover a greater number of teachers. The sample consists of 25 parents of pupils with special educational needs of Melgaço schools grouping (n=25) and 19 teachers (n=19), 10 teachers of this group and the rest from various schools in the district of Braga. After the analysis and interpretation of results, we conclude that many of these children and adolescents living with weight have been cataloged and placed in special education. Teachers argue that: the support for students with learning difficulties should start up as soon as possible; the pair work facilitates awareness of the weaknesses of students and the need for improvement; reading difficulties usually appear associated with difficulties in writing and vice versa, and the involvement of carers in school contributes to the educational success of students with special educational needs. As for the parents, we conclude that: they accompany your son or daughter in the realization of homework; all claim to talk to your child about their difficulties in learning; are satisfied with the level of communication between the school and the family; do not assign responsibilities to school for the failure of their children and seek to learn about the educational project and Annual Plan of school activities.

Date of Award	13 Feb 2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ermida Costa Figueiredo Branco da Ponte (Supervisor)