Abstract

 

Research consistently suggests that parent involvement has a positive impact on the school performance of students. This study aimed to examine (a) the impact of preparing parents to be teachers at home on the English performance of their fourth-grade children who were at risk of failing academically and who had a disability, and (b) their perceptions of being involved in the English remedial programme. Parents were invited to observe after-school English remedial sessions and learned to complete the assigned activities with their children at home. Results indicated that the students achieved significant gains in their grade-level English assessments. The parents were pleased to learn the skills that were taught in the schools and could reinforce these skills with their children at home. Parent participants also reported that the time they spent working with their children improved their relationships at home.

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Key words

parent involvement, special education, disability, Hong Kong, after school

 

 

 

吸引香港一般兒童及有特殊學習需要兒童父母參與家校合作的途徑

 

摘要

研究一致表明，家長參與對學生的在校表現有積極的影響。本研究的目的是想檢驗：(1) 對面臨成績有下降可能的四年級特殊學習需要兒童，家長在家充當輔導教師對其英語成績的影響程度；(2) 家長對參與課後英語課程輔導的看法。家長被邀請來觀察課後英語輔導環節，並學習在家裡與孩子一起完成指定的活動。結果表明，這些學生在年級英語測評中取得了很大的進步。此外，家長都很樂意去學習學校教的這些技巧，並且在家裡通過輔導孩子學業強化它們。家長還認為花時間與孩子一起學習也使親子關係更加和諧。

 

關鍵詞

父母參與，特殊教育，特殊學習需要，香港，課後