The Role of School–Parent Collaboration in Supporting Children with Learning Difficulties in Primary Education

Abstract

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.

Keywords

• Learning Difficulties
• School–Parent Collaboration
• İnclusive Education
• İndividualized İnstruction
• Psycho-Pedagogical Support

Okul–Aile İş Birliğinin İlkokul Düzeyinde Öğrenme Güçlüğü Olan Çocukların Desteklenmesindeki Rolü

Öz

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.

Anahtar Kelimeler

• Öğrenme Güçlükleri
• Okul–Aile İş Birliği
• Kapsayıcı Eğitim
• Bireyselleştirilmiş Öğretim
• Psiko-Pedagojik Destek

Kaynakça

1. Aedo, C., Hentschel, J., Moreno, M., & Luque, J. (2013). From occupations to embedded skills: A cross-country comparison (Policy Research Working Paper No. 6560). World Bank. https://doi.org/10.1596/1813-9450-6560
2. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.
3. Bakker, J., Denessen, E., & Brus-Laeven, M. (2013). Socio-economic background, parental involvement and teacher perceptions of these in relation to pupil achievement. Educational Studies, 33(2), 177–192.
4. Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
5. Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184.
6. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
7. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.
8. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.

9. Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. SAGE Publications.
10. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: An introduction to special education (14th ed.). Pearson Education.
11. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763.
12. Hoover-Dempsey, K. V., Whitaker, M. C., & Ice, C. L. (2005). Motivation and commitment to family–school partnerships. In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Walberg (Eds.), School–family partnerships for children’s success (pp. 30–44). Teachers College Press.
13. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.
14. Kalyva, E., & Avramidis, E. (2005). Improving communication between teachers and parents of children with learning disabilities: A study of a parent training program. School Psychology International, 26(4), 393–411.
15. Kazak, A. E., Simms, S., & Rourke, M. T. (2010). Family systems practice in pediatric psychology. Journal of Pediatric Psychology, 27(2), 133–143.
16. Lerner, J. W., & Johns, B. (2015). Learning disabilities and related mild disabilities: Teaching strategies and new directions (12th ed.). Cengage Learning.
17. Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill Education.
18. Smith, T. E. C. (2018). Teaching students with special needs in inclusive settings (7th ed.). Pearson.
19. Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12(4), 401–411.
20. Turnbull, A., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Pearson Education.
21. Wang, M. T., Hill, N. E., & Hofkens, T. L. (2020). Parental involvement and adolescents’ academic achievement: A meta-analysis. Child Development, 91(2), 418–436.
22. Wehmeyer, M. L., Shogren, K. A., & Schalock, R. L. (2013). The impact of person-centered approaches on quality of life outcomes. Journal of Policy and Practice in Intellectual Disabilities, 10(4), 252–265.
23. Whitney, R. V., & Smith, M. T. (2015). Emotional and behavioral adjustment in children with learning disabilities. Journal of Learning Disabilities, 48(5), 494–505.