„LEYFUM BÖRNUNUM AÐ BLÓMSTRA ÞAR SEM ÞAU HAFA STYRKLEIKANA". REYNSLA FORELDRA AF STUÐNINGI VIÐ BÖRN MEÐ NÁMSERFIÐLEIKA. (Icelandic)

The primary school years are an age of significant developmental changes and the demands of schools, families and society regarding adaptability and progress are considerable. Not everyone is able to meet these requirements and achieve the desired results without difficulty. In the Compulsory School Act from 2008, important measures were taken to ensure the welfare of children with the implementation of the policy on segregation schools. This can be seen, among other things, in Article 17 of the Act (no. 91/2008), which states that students with learning disabilities have the right to have their learning needs met in a general compulsory school without exclusion and without regard to physical or mental ability. A recent survey on the implementation of an inclusive school policy states that 17% of primary school students have special educational needs. About 20-25% of primary school students receive support teaching of some kind for a longer or shorter period of time (Mennta- og menningarmálaráðuneyti, 2017). The 2008 Act states that the school, in collaboration with parents, should promote the all-round development of all students and prepare them for participation in a democratic society. The law also states that the compulsory school must promote good co-operation between home and school with the aim of ensuring successful school work, general welfare and student safety. These provisions show that emphasis is placed on the responsibility of parents and that they are seen as active participants in the implementation of school policy, in close co-operation with school staff. The National Curriculum Guide for Compulsory Schools (Mennta- og menningarmálaráðuneyti, 2013) also discusses the role of parents and states that the welfare of children and successful academic progress is not least based on parents supporting their children's schooling and safeguarding their interests in all respects. Mutual provision of information between home and school and consultation between teachers and parents on learning and teaching is an important prerequisite for successful school work. It also states that schools are responsible for establishing such co-operation and for maintaining it throughout the child's schooling. This article discusses the findings of focus groups consisting of parents of children with learning disabilities in elementary schools, who have been diagnosed with ADHD, ASD, learning disabilities, emotional or social difficulties and Tourette syndrome. The research emphasized acquiring a clear notion as to which kinds of support and services were considered successful, what were the main strengths and which aspects needed improvement. The main research question was: What is the experience of parents of children with learning disabilities of support within elementary schools? Five focus group interviews were organized with 22 parents from 45 schools all over Iceland. The main themes of the discussion in the parents focus groups were as follows, (a) dissatisfaction about the information flow between school and homes, (b) homework puts a lot of pressure on the homes, (c) support and resources. Results show that parents were pleased with an individual curriculum, study groups or workshops and educational adjustments to individual needs. Parents, on the other hand, were not as pleased with the information flow and communication between school and home, pressure of homework and limited supply of educational material for children with learning disabilities. Overall results show that parents call for an improved flow of information and communication between schools and homes, more support for children with learning disabilities and a different educational approach. In the overall conclusion of the research the parents of children with learning disabilities call for trust, respect and improved communication between school and home, increased equality of support and services, quality control concerning support, services and teaching methods and better education materials for children with learning disabilities. This group of children and adolescents are in most danger of wastage from school when they reach college and that can affect their whole lifespan. There is evidence that those who for some reason leave school at college are at more risk of impaired quality of life and are more likely to be dependent on the services of the welfare system. [ABSTRACT FROM AUTHOR]

Hér er sagt frá niðurstöðum rannsóknar á upplifun og reynslu foreldra barna sem stríða við námserfiðleika í grunnskólum og hafa verið greind með ADHD, einhverfu, almenna og sértæka námserfiðleika, tilfinninga-og félagslega erfiðleika og tourette- heilkenni. Rannsóknin er hluti af stærra rannsóknarverkefni sem snýst um stuðning við grunnskólanemendur með námserfiðleika. Markmið þessa hluta rannsóknarinnar var að kanna reynslu foreldra af þeim stuðningi sem börnum þeirra stendur til boða innan skóla. Leitað var svara við eftirfarandi rannsóknarspurningu: Hver er upplifun og reynsla foreldra barna með námserfiðleika af stuðningi innan grunnskóla? Tekin voru fimm rýnihópaviðtöl við foreldra. Alls tóku 22 foreldrar þátt. Niðurstöður sýna ánægju foreldra með ýmsa þætti í skólastarfinu, svo sem einstaklingsnámskrá, námsver og hvernig unnið var með aðlögun náms til að mæta þörfum barnanna. Foreldrar voru aftur á móti ekki eins ánægðir með samskiptin milli skóla og heimilis, álag vegna heimanáms og framboð á námsefni fyrir börnin. Heildarniðurstöður sýna að foreldrar kalla eftir bættum samskiptum milli skóla og heimila, auknum stuðningi fyrir börnin og breyttum áherslum í námi. [ABSTRACT FROM AUTHOR]

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