In the theoretical part, we first touch upon the area of learning disabilities and legal bases and children with specific learning disabilities. These students attend educational programmes with adapted implementation and additional professional support. This group of students has the right to have customized organization, time and implementation of lessons. The latter also includes adjusting homework and other demands for home work. Apart from differentiation and individualization of the teaching and learning process in the classroom, we describe in detail home learning environment which is also important. We present in detail also homework and its organization, differentiation and individualization. Finally, we describe the difficulties that students with specific learning disabilities face with when doing homework.
In the empirical part, we research on the obstacles and difficulties that students with specific learning disabilities face when doing school work at home (homework) and the way homework impacts family dynamics, according to what children and their parents say. The research is divided into a quantitative and qualitative part. The first part includes students of 14 urban and rural primary schools in the region of Pomurje. We gathered data with two questionnaires (the questionnaire for students of the first triad and the questionnaire for students of the second and third triads). The quantitative part is followed by the qualitative part of the research, in which we gathered the opinion of 15 parents answering questions in a semi-structured interview. At the end, we compared the challenges, the problems and the perceptions about homework in the group of students and in the group of parents.
Based on the analysis of results we found some positive changes in the practice of homework. However, many areas need to be improved.
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