This article reports analysis of approaches to engagement by parents of lower secondary school students, with and without special educational needs, as well as their effect on school achievement. Analysis of results from almost 1,5 thousand of Polish lower secondary school students, including almost 300 students statemented as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed the widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, demonstrate a practical role for the shaping of parental and teacher’ belief about the most efficient means to improved achievement for lower secondary school students.
Oct 26, 2021
Oct 19, 2017
|Rodzicielskie zaangażowanie w naukę gimnazjalistów sprawnych i ze specjalnymi potrzebami edukacyjnymi||Oct 26, 2021|
Szumski, Grzegorz Karwowski, Maciej
Herczyński, Jan Sobotka, Aneta