| Revista INFAD 2013 |
ISSN EDICIÓN EN PAPEL: 0214-9877 |
| Nº1, Vol. 1, pp. 209-216 | doi: en trámite |
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PARENTS AND SCHOOL LEARNING
Patricia Robledo-Ramón, Jesús Nicasio García-Sánchez
AbstractThe first aim of the study was to determine if there were any differences in family variables in relation to the students’ typological characteristics. The sample consisted of 87 families of pupils with learning disabilities, with ADHD and normal achievement. Students and parents filled out the Family Opinions. Results confirm that contextual family elements present characteristics that are less conducive to learning in families in which children have difficulties. The second objective was to explore the effectiveness of an intervention program in written composition, implemented by parents and teachers, and determine whether the effectiveness of the intervention varied in relation to the environment and the figures involved in its implementation. The sample consisted of 112 students divided in four groups. Results confirm the efficacy of the program and that the educational effectiveness of mothers to teach written composition to their children. During this research study, we received competitive funds from the Ministry of Education, Science and Innovation (MICINN) (EDU2010-19250 / EDUC) for 2010-2013, and Excellence Research Group funds from the Junta de Castilla y León (GR259), with FEDER funds from the European Union for 2009-2010-2011 (BOCyL 27 on April 2009). Both were awarded to the Director/Main Researcher (J. N. García)
Keywords: ADHD, family educational implication, learning disabilities, writing composition.
