ZEZULKOVÁ, Eva and Kateřina JANKŮ. THE PARTNERSHIP WITH PARENTS OF PUPILS IN INCLUSIVE EDUCATION. In L. Gómez Chova, A. López Martínez, I. Candel Torres. EDULEARN20 12th annual International Conference on Education and New Learning Technologies. Mallorca Spain: IATED Academy, 2020, p. 1180-1188. ISBN 978-84-09-17979-4.
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Basic information
Original name THE PARTNERSHIP WITH PARENTS OF PUPILS IN INCLUSIVE EDUCATION
Authors ZEZULKOVÁ, Eva (203 Czech Republic, guarantor, belonging to the institution) and Kateřina JANKŮ (203 Czech Republic, belonging to the institution).
Edition Mallorca Spain, EDULEARN20 12th annual International Conference on Education and New Learning Technologies, p. 1180-1188, 9 pp. 2020.
Publisher IATED Academy
Other information
Original language English
Type of outcome Proceedings paper
Field of Study 50302 Education, special
Country of publisher Spain
Confidentiality degree is not subject to a state or trade secret
Publication form storage medium (CD, DVD, flash disk)
WWW URL
RIV identification code RIV/47813059:19510/20:A0000236
Organization unit Faculty of Public Policies in Opava
ISBN 978-84-09-17979-4
ISSN 2340-1117
Keywords in English Inclusive education; initial education; school failure; counseling; school-family interaction; pedagogical intervention; supportive measures; homework
Tags Reviewed
Changed by Changed by: doc. Mgr. Eva Zezulková, Ph.D., učo 50964. Changed: 3/8/2020 12:11.
Abstract
Parents are important actors in educational policy, and when building a modern educational path in the form of inclusive education, we must take into account the reality of everyday life of both teachers and parents. On the one hand, teachers are expected to make the necessary changes in education, on the other hand, confidence in traditional school and traditional teacher training is being reduced. Collaboration between school and parents is a significant predictor of successful inclusion of pupils in the mainstream of primary education and in this context it is necessary to adjust communication towards pupils' parents. Within the project Direct and Clear Support of School Inclusion - the question of school, family, neighbourhood (CZ.02.3.61/0.0/0.0/15_007/0000239) implemented in 2016 -2019, we focused, among other things, on school and family collaboration, including involvement parents to homework. The presented text introduces the results of a qualitative analysis of the school's collaboration with pupils' parents, showing obvious difficulties in initial education and thus at risk of possible school failure. Attention is paid to the involvement of parents in the process of educational intervention, motivation and assessment of pupils in home preparation, feedback processes in the framework of collaboration and others. The qualitative analysis of grounded theory, coding and categorization data using Atlas.ti application programme was used for processing the results of the research. The target group of the survey were teachers of elementary schools of the Moravian-Silesian Region in the Czech Republic. Based on the interpretation of the results, recommendations for educational practice are formulated at the end of the text.
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