The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools
Down syndrome (DS), due the presence of an intellectual disability and a precarious health condition, involves important challenges for developing skills at school. The study explores the relational dynamics between teachers and students with DS and how the latter influence the processes of socializ...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/13/3/274 |
| _version_ | 1797613447321485312 |
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| author | Agostino Carbone Michela Castaldi Giordana Szpunar |
| author_facet | Agostino Carbone Michela Castaldi Giordana Szpunar |
| author_sort | Agostino Carbone |
| collection | DOAJ |
| description | Down syndrome (DS), due the presence of an intellectual disability and a precarious health condition, involves important challenges for developing skills at school. The study explores the relational dynamics between teachers and students with DS and how the latter influence the processes of socialization and learning at school. The study involved 15 (<i>n</i> = 15) special education teachers (<i>M <sub>age</sub></i> = 40.4; <i>SD</i> = 9.3) from primary schools in Italy who were or had previously been in charge of a pupil with DS. The teachers were interviewed through a semi-structured interview, built ad hoc. The data were analyzed through the grounded theory method supported by ATLAS.ti software. Data analysis produced 20 (<i>n</i> = 20) categories grouped into 6 (<i>n</i> = 6) macro-categories: (1) <i>psychophysical characteristics</i>; (2) <i>learnings</i>; (3) <i>relational aspects</i>; (4) <i>collaborations</i>; (5) <i>extracurricular activities;</i> and (6) <i>teacher training.</i> The research shows that students with DS have good relationships with their peers; however, there are still some important critical issues, including poor training of teachers on certain topics and on the application of collaborative and relationship support strategies, the limited collaboration between support teachers and curricular teachers, and the absence of support from ad hoc professional figures. |
| first_indexed | 2024-03-11T06:55:59Z |
| format | Article |
| id | doaj.art-eb78f4997cc348069d849cd275de98ac |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-11T06:55:59Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-eb78f4997cc348069d849cd275de98ac2023-11-17T09:38:29ZengMDPI AGBehavioral Sciences2076-328X2023-03-0113327410.3390/bs13030274The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary SchoolsAgostino Carbone0Michela Castaldi1Giordana Szpunar2Department of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, 00185 Rome, ItalyDepartment of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, 00185 Rome, ItalyDepartment of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, 00185 Rome, ItalyDown syndrome (DS), due the presence of an intellectual disability and a precarious health condition, involves important challenges for developing skills at school. The study explores the relational dynamics between teachers and students with DS and how the latter influence the processes of socialization and learning at school. The study involved 15 (<i>n</i> = 15) special education teachers (<i>M <sub>age</sub></i> = 40.4; <i>SD</i> = 9.3) from primary schools in Italy who were or had previously been in charge of a pupil with DS. The teachers were interviewed through a semi-structured interview, built ad hoc. The data were analyzed through the grounded theory method supported by ATLAS.ti software. Data analysis produced 20 (<i>n</i> = 20) categories grouped into 6 (<i>n</i> = 6) macro-categories: (1) <i>psychophysical characteristics</i>; (2) <i>learnings</i>; (3) <i>relational aspects</i>; (4) <i>collaborations</i>; (5) <i>extracurricular activities;</i> and (6) <i>teacher training.</i> The research shows that students with DS have good relationships with their peers; however, there are still some important critical issues, including poor training of teachers on certain topics and on the application of collaborative and relationship support strategies, the limited collaboration between support teachers and curricular teachers, and the absence of support from ad hoc professional figures.https://www.mdpi.com/2076-328X/13/3/274learning processinclusiondisabilityprimary schoolteacherspsychological intervention for school |
| spellingShingle | Agostino Carbone Michela Castaldi Giordana Szpunar The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools Behavioral Sciences learning process inclusion disability primary school teachers psychological intervention for school |
| title | The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools |
| title_full | The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools |
| title_fullStr | The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools |
| title_full_unstemmed | The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools |
| title_short | The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools |
| title_sort | relationship between teachers and pupils with down syndrome a qualitative study in primary schools |
| topic | learning process inclusion disability primary school teachers psychological intervention for school |
| url | https://www.mdpi.com/2076-328X/13/3/274 |
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