Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-12-01T09:15:03.415Z Has data issue: false hasContentIssue false
  • English
  • Français

Parent and Child Tutoring

Published online by Cambridge University Press:  26 February 2016

Philip Builder
Philip Builder*
Affiliation:
Elizabeth South Special Education Unit
Get access Rights & Permissions [Opens in a new window]

Extract

There have been some exciting changes in education during the late 70s and early 80s. Of particular significance has been the emphasis on the processes of learning rather than the lockstep, content-oriented curriculum. This has enabled special education teachers to develop a fresh view of children with learning difficulties, discarding notions of their deficits and instead monitoring their current development and learning strategies, and the personal and environmental constraints which operate to limit their learning potential. This approach concentrates on the whole child, establishing strengths, building confidence through success, developing risk-taking behaviours, teaching problemsolving strategies, and learning to become an independent learner.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 11 , Issue 2 , November 1987 , pp. 13 - 17
Copyright
Copyright © The Australian Association of Special Education 1987

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Builder, P.W. (1980). Involving parents of poor readers. Australian Journal of Reading, 3 (4).Google Scholar
Builder, P.W. (1982). Parents as partners in the teaching of reading. Australian Journal of Reading, 5 (4).Google Scholar
Builder, P.W. (1983). The crucial role of parents ¡n helping their children with reading. In Anderson, J. and Lovett, K. (Eds.) Teaching reading and writing to to every child. Australian Reading Association.Google Scholar
Kemp, M. (1985). Parents as teachers of literacy: What are we learning from them? Australian Journal of Reading, 8 (3), 135–141.Google Scholar
Robinson, V., Glynn, T., McNaughton, S. & Quinn, M. (1980). Parents as remedial reading tutors; a report on the Mangere Home and School project. Set, New Zealand Council for Educational Research.Google Scholar
Tizard, J., Schofield, W.N. & Hewison, J. (1982). Collaboration between teachers and parents in assisting children’s reading. British Journal of Educational Psychology, 52(1), 1–15.Google Scholar
Wiseman, S. (1967). The Manchester survey. Lady Plowden (chairperson) Children and their primary schools. London: HMSO, vol.2.Google Scholar