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Building partnerships for the development of language and reading skills of children with special developmental needs in the opinion of parents and teachers
1
Cardinal Stefan Wyszyński University in Warsaw
Submission date: 2023-07-29
Final revision date: 2024-02-21
Acceptance date: 2024-02-25
Publication date: 2024-03-28
JoMS 2024;55(1):562-581
KEYWORDS
TOPICS
ABSTRACT
Objectives:
The research was aimed at recognizing the experiences of parents and teachers of children with special developmental needs in terms of building partnerships for the development of children's language and reading skills. The aim of the research was also to identify the difficulties, opportunities and needs associated with undertaking cooperation focused on the organization of early reading initiations, perceived by parents and teachers.
Material and methods:
Research using the method of focus group interviews was conducted in small groups of parents (N=25) and teachers (N=26) of children with special developmental needs in early and middle childhood. The study area covered pre-school facilities/pre-school departments in the Mazowieckie Voivodeship. The analysis of the collected research material was carried out in a qualitative orientation.
Results:
The experiences of parents and teachers include many diverse projects, which are assessed by both surveyed groups as successful and satisfying, although not without difficulties at the organizational, communication or competence level. Both surveyed groups outlined in the form of postulates specific directions of changes that may intensify and improve the activities undertaken in cooperation for the early literacy of children with special development needs.
Conclusions:
The cooperation between the family home - kindergarten/school - other institutions, aimed at undertaking tasks in the area of early literacy of children with special developmental needs, is an important task of modern education. Its effectiveness, however, is related to the need to promote the idea of educational partnership and create conditions for a multi-stakeholder discussion on the possibilities of implementing it.
The research was aimed at recognizing the experiences of parents and teachers of children with special developmental needs in terms of building partnerships for the development of children's language and reading skills. The aim of the research was also to identify the difficulties, opportunities and needs associated with undertaking cooperation focused on the organization of early reading initiations, perceived by parents and teachers.
Material and methods:
Research using the method of focus group interviews was conducted in small groups of parents (N=25) and teachers (N=26) of children with special developmental needs in early and middle childhood. The study area covered pre-school facilities/pre-school departments in the Mazowieckie Voivodeship. The analysis of the collected research material was carried out in a qualitative orientation.
Results:
The experiences of parents and teachers include many diverse projects, which are assessed by both surveyed groups as successful and satisfying, although not without difficulties at the organizational, communication or competence level. Both surveyed groups outlined in the form of postulates specific directions of changes that may intensify and improve the activities undertaken in cooperation for the early literacy of children with special development needs.
Conclusions:
The cooperation between the family home - kindergarten/school - other institutions, aimed at undertaking tasks in the area of early literacy of children with special developmental needs, is an important task of modern education. Its effectiveness, however, is related to the need to promote the idea of educational partnership and create conditions for a multi-stakeholder discussion on the possibilities of implementing it.
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