TY  - JOUR
T1  - The Role of School–Parent Collaboration in Supporting Children with Learning Difficulties in Primary Education
TT  - Okul–Aile İş Birliğinin İlkokul Düzeyinde Öğrenme Güçlüğü Olan Çocukların Desteklenmesindeki Rolü
AU  - Məmmədova, Ayşən
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.46868/atdd.2025.1028
JF  - Akademik Tarih ve Düşünce Dergisi
JO  - ATDD
PB  - Hakan YILMAZ
WT  - DergiPark
SN  - 2148-2292
SP  - 145
EP  - 155
VL  - 12
IS  - Özel Sayı 2025-1
LA  - en
AB  - This study examines the role of school–parent collaboration in supporting primary school students with learning difficulties and promoting their academic and socio-emotional development. It discusses common types of learning difficulties—including dyslexia, dysgraphia, dyscalculia, and attention-related disorders—and analyzes their implications for classroom learning and family dynamics. Emphasizing the shared responsibility of schools and families, the study highlights the importance of parental awareness, psychological support, and inclusive educational practices. It argues that individualized instruction and effective communication between teachers and parents are essential for enhancing learning outcomes. The research also underlines the necessity of a multidisciplinary approach involving educators, psychologists, and families to ensure sustainable progress. Drawing upon both national and international perspectives, the article provides practical recommendations for improving educational environments and strengthening psycho-pedagogical support systems for children with learning difficulties.
KW  - Learning Difficulties
KW  - School–Parent Collaboration
KW  - İnclusive Education
KW  - İndividualized İnstruction
KW  - Psycho-Pedagogical Support
N2  - Bu çalışma, öğrenme güçlüğü yaşayan ilkokul öğrencilerinin akademik ve sosyo-duygusal gelişimlerini desteklemede okul–aile iş birliğinin rolünü incelemektedir. Çalışmada disleksi, disgrafi, diskalkuli ve dikkatle ilişkili bozukluklar gibi yaygın öğrenme güçlüğü türleri ele alınmakta ve bu durumların sınıf içi öğrenme süreçleri ile aile dinamikleri üzerindeki etkileri analiz edilmektedir. Okul ve ailelerin paylaşılan sorumluluğuna vurgu yapılarak ebeveyn farkındalığı, psikolojik destek ve kapsayıcı eğitim uygulamalarının önemi öne çıkarılmaktadır. Araştırma, bireyselleştirilmiş öğretim yöntemleri ile öğretmenler ve ebeveynler arasındaki etkili iletişimin öğrenme çıktılarının geliştirilmesi açısından kritik olduğunu savunmaktadır. Ayrıca, eğitimciler, psikologlar ve ailelerin iş birliğini içeren çok disiplinli bir yaklaşımın sürdürülebilir ilerleme için gerekliliği vurgulanmaktadır. Ulusal ve uluslararası perspektiflerden yararlanan bu makale, eğitim ortamlarının iyileştirilmesi ve öğrenme güçlüğü yaşayan çocuklara yönelik psiko-pedagojik destek sistemlerinin güçlendirilmesi için uygulamaya dönük öneriler sunmaktadır.
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UR  - https://doi.org/10.46868/atdd.2025.1028
L1  - https://dergipark.org.tr/tr/download/article-file/5377265
ER  -