Involvement of teachers and parents as leverage for significant learning for pupils with learning sisabilities

Laburpena

The objective of the study was to know the educational styles of teachers and families that are involved in the relations of the family with the school in students with disabilities. A total of 50 families and 50 teachers from different educational centers participated in the study. To evaluate the educational styles, the educational profile evaluation questionnaire was selected in its version for teachers and in its version for relatives (Magaz and García, 1998). To evaluate family participation in children's education, the questionnaire on "Facilitation of family participation in children's education was selected. Questionnaire for teachers" prepared by Gomariz, Hernández-Prados, García-Sanz and Parra (2017). To evaluate family participation in the school, the questionnaire on family participation in the school was selected. Questionnaire for families" (Alcántara, Hernández-Prados and Guerrero, 2018). All the instruments were translated into Hebrew. In order to carry out the data collection, it was necessary to obtain the authorization of the Research Ethics Committee of the University of Murcia (ID: 2631/2019). The results of the study showed the existence of significant Pearson correlations. The study has made it possible to determine the existence of different educational styles among family members. It should be noted that the study has made it clear that those relatives who in the care of their children with disabilities have a punitive educational style, being very permissive, tend to be less involved in school participation, as well as in the educational activities of their children. On the contrary, it is what has been observed in relatives with an assertive educational style. For those family members with an assertive style, that is, democratic, usually show adequate levels of affection and communication and control and demands and therefore are the family members who have more family participation, greater educational attitudes, greater relationships with the center and above all they are more involved in receiving training. Therefore, this indicates that the assertive educational style is an appropriate educational style and therefore it is the educational style that we must promote as teachers to favor the monitoring of minors in the school. In the study, it was found that those teachers who most promote communication between family members with the school are usually those who show a punitive or assertive educational style, since in both types they consider that it is necessary for family members to actively communicate with the school. Regarding the promotion of the participation of relatives in the school, it has been shown that those teachers with an overprotective or punitive educational style are usually the ones who are most involved in favoring said participation. Finally, those teachers with an inhibitionist or punitive educational style, both with low levels of affection and communication, are usually the ones who most promote training by family members. This study sheds light on family educational styles and the need to favor assertive educational styles that promote family participation in the school process of the minor with needs. In the same way, this will help reduce tension, stress and above all improve relationships within the family. Likewise, the study will make it possible to outline educational actions that allow educational guidelines and actions to be given to teachers so that they can improve family relationships and involvement in the school. Obviously, this will help in the care they give to children in need