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

Öz

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.

Anahtar Kelimeler

• 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

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