 IB_11(28). Opportunities for Russian schools to support and develop children with learning difficultiesSergey Kosaretsky (),
Tatyana Mertsalova () and
Natalia Senina ()
Monitoring of Education Markets and Organizations (MEMO), 2022, issue 12, 1-44 Abstract: The problem of working with unsuccessful students is one of the topical issues in the modern educational policy agenda. The article presents an analysis of the results of a survey of parents and teachers conducted as part of the Monitoring of the Economics of Education in 2020/2021. The views of parents and teachers about the reasons of the academic failure of children, and the possibilities for overcoming it, provided by Russian schools, and available to families were the key areas of analysis. The analysis reveals the position in which “unsuccessful” schoolchildren are in comparison with their more academically successful peers. Special attention is paid to the position of the family and its role in overcoming failure, including decision-making by parents and the degree of their involvement in the educational process of the child. The practical possibilities of schools in helping students with learning difficulties, the availability of the services offered, and the existing attitudes towards academically unsuccessful children are considered. The data are analyzed in the context of groups of parents with different levels of performance of their children and groups of schools that differ in the proportion of unsuccessful students. The following important findings were made because of the analysis: - Parents of the least academically successful children more often note the lack of attention of the school to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome difficulties and demonstrate a higher level of readiness to move children to another school. - The material status of the family and the level of education of parents are related to the child's educational achievements and affect parent’s participation in school life. Parents of academically unsuccessful schoolchildren are less involved in the child's educational process, which can be explained, among other things, by their low level of skills and competencies required for support. - Teachers who work in schools with the highest proportion of unsuccessful schoolchildren are characterized by a lower level of acceptance of responsibility for the educational results of students and a higher level of dissatisfaction with the choice of profession. They are less likely than teachers who work with academically successful children to receive advice from specialists (educational psychologist, teacher-speech therapist, school counselor, etc.), more often note the lack of individual training skills for working with problem children, to a greater extent included in professional development activities in the relevant field. - The psychological climate in classrooms and schools with a high proportion of academic unsuccessful children is unfavorable for overcoming school failure, and the groups of parents and teachers experiencing the greatest difficulties in providing quality education feel the greatest lack of supporting resources. Keywords: education institutions; preschool education; education market (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2022:i:12:p:1-44 Access Statistics for this article More articles in Monitoring of Education Markets and Organizations (MEMO) from National Research University Higher School of Economics |
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