|
Derginin Adı:
|
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
|
|
Cilt:
|
2014/6
|
|
Sayı:
|
2
|
|
Makale Başlık:
|
Özel Eğitime Gereksinimi Olan Bireylerin Psiko-Eğitimsel Gelişimi ve Ebeveyn Katılımı: Ampirik bir Araştırma
|
|
Makale Alternatif Dilde Başlık:
|
Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review
|
|
Makale Eklenme Tarihi:
|
20.01.2015
|
|
Okunma Sayısı:
|
3
|
|
Makale Özeti:
|
There is mounting evidence that parental involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate parental involvement concept and potential in a concrete context, this paper review and analyse, 1) the empirical literature that explain the interaction between parental involvement, inclusive education and learners educational achievement, 2) synthesize findings that relates parental involvement paradigms with psycho-educational development of children, 3) uses both developmental ecological perspectives and Hoover-Dempsey and Sandler model (1995) to analyse and explain the interaction amongst parents’ involvement, school ecology and student’s academic success. Finally, findings reveals a strong and meaningful relationship between parental involvement and academic achievement and that parent’s beliefs, expectations and experiences are important ingredients that support better learning outcomes for children.
|
|
Alternatif Dilde Özet:
|
There is mounting evidence that parental involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate parental involvement concept and potential in a concrete context, this paper review and analyse, 1) the empirical literature that explain the interaction between parental involvement, inclusive education and learners educational achievement, 2) synthesize findings that relates parental involvement paradigms with psycho-educational development of children, 3) uses both developmental ecological perspectives and Hoover-Dempsey and Sandler model (1995) to analyse and explain the interaction amongst parents’ involvement, school ecology and student’s academic success. Finally, findings reveals a strong and meaningful relationship between parental involvement and academic achievement and that parent’s beliefs, expectations and experiences are important ingredients that support better learning outcomes for children.
|