The purpose of the master's thesis is to investigate the cooperation of parents of children with learning difficulties and school counselors in the public school system. In the theoretical introduction, I first define in more detail the work of the school counseling service, its activities and areas of work, as well as the contribution of social work in it. This is followed by the definition of learning difficulties and their causes, as well as the identification of students with learning difficulties and strategies for helping students. In this part, I also highlight the task of the school counseling service in the process of helping a student with learning difficulties. In the central part, I pay attention to the cooperation between the parents of children with learning difficulties and the professional worker, I highlight the forms and models of cooperation, the partnership of parents and professional workers, as well as the advantages and possible obstacles that can affect the aforementioned cooperation. In the empirical part, I want to find out whether the frequency of cooperation between parents of children with learning difficulties and the school counseling service is related to the willingness of parents to continue cooperation, which formal and informal form of cooperation between parents and the school counseling service, parents chose most often, which obstacle to cooperation with the school counseling service service, the parents most often stated how parents evaluate the quality of cooperation with the school counseling service and which, according to parents of children with learning difficulties, is the most important advantage of cooperation with the school counseling service. I conducted a quantitative research on a non-random sample of 144 parents of children with learning difficulties. The data was obtained using an online survey. Based on the data, a connection between the frequency of contact between the parents of children with learning difficulties and the school counseling service, and the parents' willingness to continue cooperation, was revealed. The more contacts parents have had with the counseling service, the more prepared they are for cooperation in the future. Also, the results of the research showed that parents mostly cooperate with the advisory service a few times a year, within the framework of formal forms of cooperation, these are most often speaking hours, and least often parent meetings. In informal ways, they meet consultants mainly at bazaars or fairs. Parents' cooperation with the counseling service is hindered mainly by being overworked, but despite this, they evaluate the cooperation with the counseling worker positively. As the most important advantage of participation, the parents highlighted the improved self-image of the child. With all this in mind, I think it makes sense to point out suggestions that can contribute to more effective cooperation between parents and professionals. I propose the establishment of meaningful informal forms of cooperation taking into account the needs and abilities of parents, co-creation in a partnership based on consideration of equality and strengthening the teamwork of professionals
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