| Título: | Experiences of disabled children’s families concerning school-family collaboration. |
| Autores: |
Athena Zoniou-Sideri; University of Athens, Athens, Greece Eudoxia Nteropoulou-Nterou; University of Athens, Athens, Greece |
| Fecha: | 2008-02-01 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | No aplica |
| Descripción: | The role of families in the education of disabled children is one of the prominent factors influencing their educational course. Parents’ aspirations for their children, their expectations and their experiences are determinant factors in the education of their disabled children. In the Greek context the role of familial environment appears reinforced since historically the majority of society has considered education as an individual responsibility of families. The scope of this study is the exploration of the experiences of a group of disabled children’s parents concerning school-family collaboration in relation to the functioning of the special educational structures following discourse analysis approach. The exploration of the experiences of disabled children’s families took place using semi-structured interviews. The analysis of parent’s experiences follows the social model of disability, which is contrasted with the clinical model and the theory of personal tragedy. The discourse analysis approach reveals a growing number of incidents concerning the feeling of personal tragedy. The experience of personal tragedy appears more often at the level of collaboration with structures and professionals from the educational context, projecting the individual model approach of disability at the level of school-family collaboration. |
| Idioma: | No aplica |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |