Masters Degrees (Educational Psychology)

Permanent URI for this collection

https://scholar.sun.ac.za/handle/10019.1/747

Browse

Browsing Masters Degrees (Educational Psychology) by Author "Adele, Pool"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Exploring parental involvement in the educational support of their child with learning difficulties in a low income community
    (Stellenbosch : Stellenbosch University, 2017-12) Adele, Pool; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT : There is substantial evidence to suggest that parents’ involvement in the education of their children can make a significant difference in the educational attainment of those children. Given that parental involvement promises to be advantages to all learners, those with learning difficulties often require a greater degree of parental involvement and support than their peers without learning difficulties. However, studies have also indicated that parental involvement in the education of their children still appears to be limited. This can be attributed to various factors, one of them being the socio-economic status of the parents. The study’s focus is on active parent involvement in the education of their children who have learning difficulties in a low socio-economic school. In order to do this, the research made use of a basic qualitative research design that is embedded within the interpretive paradigm. Six sets of parents with children enrolled in the learning support programme at the school were interviewed. The sample was purposively drawn and the interviews were conducted in the learning support classroom of the school. The bio-ecological model of Bronfenbrenner, as well as Bourdieu’s model of cultural and social capital, was used as theoretical framework for the study. Thematic content analysis was used to analyse the data from which four essential themes emerged. The themes were (1) parents’ awareness and knowledge of their child’s experience of their learning difficulties, (2) the nature of parental involvement in their child’s learning, (3) the parent-teacher relationship, and (4) parental resources. These themes suggest that parents have knowledge about and are attentive to their child’s learning difficulty. The parents in the study were keen to seek additional professional help despite their financial constraints, and showed a vast amount of compassion and commitment to their child. The data analysis also alluded to the fact that parents experience involvement to have both barriers and advantages, especially when there is access to resources such as the expertise of various therapists. However, the compassion and empathy these parents had for their children’s educational challenges was enlightening. In spite of their financial obstacles, the parents were positive and viewed their child’s future optimistically. They were actively involved in their child’s academic and social education. The parents also worked hard at establishing a relationship with their child’s school and encouraged teachers to involve them.