Exploring parental involvement in the educational support of their child with learning difficulties in a low income community

Adele, Pool (2017-11-13)

Stellenbosch University. Faculty of Education. Dept. of Educational Psychology

Thesis (MEdPsych) --Stellenbosch University, 2017

Thesis

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.

AFRIKAANSE OPSOMMING : Daar is aansienlike bewyse dat ouerbetrokkenheid in die opvoeding van hul kinders ’n betekenisvolle verskil maak in die akademiese vordering van hul kinders. Ouerbetrokkenheid is bewys om voordelig te wees vir alle leerders, maar soveel te meer is dit van groter noodsaaklik vir leerders met leerhindernisse of leerprobleme. Navorsing dui egter dat ouerbetrokkenheid in hul kinders se opvoeding aansienlik beperk is. Verskeie faktore kan hiervoor verantwoordelik wees. Navorsing toon dat ’n moontlike faktor die sosio-ekonomiese status van die ouers is. Die studie fokus op aktiewe ouerbetrokkenheid in die opvoeding van kinders in ’n lae sosio-ekonomiese skool wat leerprobleme ervaar. Ten einde dit te doen, is gebruik gemaak van ’n basiese kwalitatiewe ontwerp wat in die interpretatiewe paradigma ingesluit is. Onderhoude is gevoer met ses ouerpare wie se kinders in die leerondersteuningsprogram van die skool ingeskryf is. Die deelnemers is doelbewus gekies en die onderhoude is in die leerondersteuningslokaal van die skool gevoer. Die bio-ekologiese model van Bronfenbrenner, sowel as Bourdieu se teorie aangaande kulturele en sosiale kapitaal is gebruik as teoretiese raamwerk vir die studie. Kwalitatiewe tema-ontleding is gebruik om die data te ontleed en vier essensiële temas het na vore gekom. Die temas was (1) ouers se bewustheid en kennis van hul kinders se leerprobleme, (2) die aard van die ouerbetrokkenheid in hul kinders se opvoeding, (3) die ouer-onderwyser verhouding, en (4) hulpbronne vir ouers. Hierdie temas voer aan dat ouers wel oor kennis besit aangaande hul kind se leerprobleem en dat hulle aandag daaraan skenk. Die ouers in die studie was ook gewillig om addisionele professionele hulp in te win ten spyte van finansiële beperkings. Hulle toon ook baie deernis vir en toewyding aan hul kind. Die data analise het ook getoon dat daar voordele en nadele is van ouerbetrokkenheid, veral wanneer hulpbronne soos die kundigheid van terapeute beskikbaar is. Die deernis en toewyding wat hierdie ouers vir hulle kinders se opvoedingsuitdagings getoon het, was egter verhelderend. Ten spyte van finansiële beperkings, het die ouers hulle kinders se toekoms in ’n optimistiese lig beskou omdat hulle in hulle kinders se akademiese en sosiale opvoeding betrokke was. Die ouers het ook hard gewerk om verhoudings te smee met onderwysers en onderwysers aangemoedig om hulle te betrek.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/102769
This item appears in the following collections: