Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland
Abstract
:1. Introduction
1.1. Parental Involvement in Children’s Education
1.2. The Specificity of Remote Learning and Its Main Challenges
1.3. Functioning of SEN Students in the Inclusive Model of Education
2. Methodology of Research
2.1. Sample of Research
2.2. Instruments and Procedures
2.3. Data Analysis
3. Results of Research
4. Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Module | Subscale | Number of Items | Cronbach’s Alpha |
---|---|---|---|
Parental ways to support children ERL | Assistance (sending work files, printing materials, controlling the course of activities, installing equipment, etc.) | 5 | 0.799 |
Motivating support (translating difficult topics, motivating to learn, rewarding, etc.) | 5 | 0.821 | |
Relieving (completing the tasks for the child) | 1 | 0.761 (factor load) | |
Perceived barriers of ERL | Inadequate requirements (child overload and fatigue) | 10 | 0.94 |
Parent’s adaptive stress (difficulties in adapting and combining the roles of parent, teacher and employee) | 8 | 0.849 | |
Methodical and communication chaos (lack of clear guidelines and rules) | 6 | 0.893 | |
Lack of child’s motivation (child’s reluctance and boredom) | 5 | 0.844 | |
Limited availability of ERL (lack of access to materials and equipment) | 3 | 0.693 | |
Limited social relations (no contact with teachers and colleagues) | 2 | 0.794 | |
Perceived benefits of ERL | Child development (new skills, increasing independence) | 5 | 0.815 |
Child comfort (avoiding disliked peers, no heavy backpack, freedom of action) | 3 | 0.543 | |
Educational attractions (access to various sources and attractive educational content) | 2 | 0.505 |
Factors Distinguished in the Study Regarding Parental Involvement in a Child’s ERL | Cluster | Difference | Post Hoc | |||
---|---|---|---|---|---|---|
1 CT n = 219 (52%) | 2 ASC n = 106 (25%) | 3 CTR n = 96 (23%) | F | p | p < 0.001 | |
Child’s assistant | 4.12 | 1.8 | 4.32 | 303.29 | p < 0.001 | 2 < 1, 3 |
Motivating supporter | 4.4 | 2.48 | 4.42 | 309.55 | p < 0.001 | 2 < 1, 3 |
Reliever | 0.35 | 0.46 | 3.04 | 455.12 | p < 0.001 | 3 > 1, 2 |
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Knopik, T.; Błaszczak, A.; Oszwa, U.; Maksymiuk, R. Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland. Int. J. Environ. Res. Public Health 2022, 19, 8783. https://doi.org/10.3390/ijerph19148783
Knopik T, Błaszczak A, Oszwa U, Maksymiuk R. Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland. International Journal of Environmental Research and Public Health. 2022; 19(14):8783. https://doi.org/10.3390/ijerph19148783
Chicago/Turabian StyleKnopik, Tomasz, Anna Błaszczak, Urszula Oszwa, and Renata Maksymiuk. 2022. "Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland" International Journal of Environmental Research and Public Health 19, no. 14: 8783. https://doi.org/10.3390/ijerph19148783