Social Network to Support Parents and Teachers of Students with Multiple Disabilities

Autor/inn/en	Nunes, Clarisse; Miranda, Guilhermina Lobato; Amaral, Isabel
Titel	Social Network to Support Parents and Teachers of Students with Multiple Disabilities
Quelle	In: Journal of International Special Needs Education, 20 (2017) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
DOI	10.9782/JISNE-D-15-00023.1
Schlagwörter	Social Networks; Multiple Disabilities; Family Programs; School Support; Special Education Teachers; Regular and Special Education Relationship; Social Media; Questionnaires; Observation; Group Dynamics; Computer Software; Mass Media Use; Mass Media Role; Computer Mediated Communication; Phenomenology; Foreign Countries; Semi Structured Interviews; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Multiple disability; Mehrfachbehinderung; Family program; Familienprogramm; Schulförderverein; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Soziale Medien; Fragebogen; Beobachtung; Gruppendynamik; Mediennutzung; Computerkonferenz; Phenomenological psychology; Phänomenologie; Psychologie; Ausland
Abstract	This study aimed to analyze how the Social Software tools could respond to the needs of parents and teachers of students with multiple disabilities in improving their practices, as well as provide information and resources related to the topic of multiple disabilities. The study was implemented in Portugal and involved 45 participants: 25 special education teachers, 5 regular education teachers, and 15 parents of children with multiple disabilities. Using the NING platform, we built a social network, which we set in motion by creating online spaces to share experiences and thoughts. These spaces sought to respond to the needs and difficulties reported by the participants. We adopted a Design-Based Research methodology and used several data collection methods and analysis techniques. The results showed that several dimensions were crucial to create this Social Network, such as the tools, the moderation and the management of the social network and the participation of the teachers and parents involved. It also confirmed that the flexibility of the tools used led to the development of a stimulating environment that allowed sharing experiences and knowledge about multiple disabilities. The teachers' participation revealed progress over time. The most active participants assumed attitudes of "creator" and "critic," whereas the roles of "collector," "spectator" and "inactive" were taken on by those with a more passive attitude. The teachers exhibited more active attitudes than parents. The teachers' assessment of the social network was positive for all the aspects under study and they felt that their participation had a significant impact on teaching practices. Results indicate that parents did not actively get involved in the social network, which shows that virtual contacts may not properly serve their needs. We infer that parents need a different approach, more focused on supporting and less on learning. Overall, the study indicated that the Social Software allowed co-created knowledge among teachers, sharing of experiences, thoughts and resources, along with supporting better connections and cooperative learning. Nevertheless, such co-creation can only be achieved if participants take an active role in the use of the Social Network. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01