Stavroula Polychronopoulou

Loneliness and Social Dissatisfaction Among Behaviourally At-Risk Children

The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teachers Report Form score completed the Childrens Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made.

Greek university students with dyslexia: an interview study

This paper reports a study exploring the personal and educational experiences of Greek students with dyslexia in higher education. Interviews with 16 students with dyslexia (11 male and five female) were conducted to investigate how they experienced school, peer relations, labelling, family support, university, self‐esteem and how they made their future plans. Data were analysed using thematic analysis. Primary school was remembered by interviewees as a series of unhappy and distressing memories that had a negative effect on their self‐esteem. As they grew older, problems were more limited to academic skills, and they developed friendships with peers. The time in which they were diagnosed as dyslexic was important because it opened the way to adaptation. Students with dyslexia experienced a variety of difficulties at university, and employed a number of coping strategies to deal with them. The findings of the present study seem to indicate that the recipe for a favourable outcome appears to be early diagnosis, explanation of the diagnosis to the student, parental support and suitable teaching and help at school and at university. Further research is needed into how to make schools and universities more ‘dyslexia friendly’, and on how the secondary effects of dyslexia can be reduced.

IDENTIFICATION AND OVERIDENTIFICATION OF SPECIFIC LEARNING DISABILITIES (DYSLEXIA) IN GREECE

The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Greek governments seem to be partly justified by the phenomenon of a disproportionate percentage of students with dyslexia in secondary schools, when compared with that in elementary schools. This seems paradoxical, considering that the inadequacies in supportive special education services are much greater in the secondary-level education system. This finding was analyzed in terms of the legal and social actualities of Greece. Finally, a comparison between the Greek situation and the specific learning disabilities reality in the United States revealed differences regarding the issue of identification as well as similarities in the social factors that lead to distortions of the diagnostic procedures.

Views and attitudes of teachers on the educational integration of students with autism spectrum disorders

Abstract Objectives: To investigate the views and attitudes of Greek teachers on educational and vocational integration of students with autism spectrum disorders (ASD). Methods: A statistically reliable sample of questionnaires distributed towards a diversified teacher population is evaluated. The mean values of teachers’ responses are analyzed with respect to critical independent variables: previous relevant training; and/or experience. Results: The majority of the sample had a positive view towards the educational and vocational integration of students with ASD. Nevertheless, teachers appear to be sceptical in assuming that these students can be efficiently treated in their classroom. The vast majority of teachers maintain that students with ASD can be trained in technical vocation. However, the absence of support services is highly ranked as the most serious constraint for vocational integration. Conclusion: Training and experience substantially influenced teachers’ views and attitudes in a positive way towards the integration of students with ASD.

Psycho-social characteristics of children and adolescents with siblings on the autistic spectrum

This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children’s adjustment at school, their self-esteem and social relations, as well as their friends’ attitudes towards their autistic siblings were examined. Participants were 22 siblings of children with autism, aged 8–18 years, 22 mothers and 22 fathers. Parents provided demographic information, and completed the Strengths and Difficulties Questionnaire and the Sibling Inventory of Behaviour. Data from siblings of children with autism were based on a semi-structured interview, the Self-Perception Profile for Children and Adolescents and the Siblings Problems Questionnaire. Only few typically developing siblings of children with autism exhibit emotional and behavioural difficulties. The majority of them have a good relationship with their autistic brother or sister, although they mentioned changes in their daily routines. They also seem not to be satisfied in terms of peer acceptance skills and friendships. In addition, the results of the present study provide evidence for positive parental views on their typically developing children’s emotional and behavioural adjustment. These findings are important and need to be taken into account in order to assess functioning of all family members in families with autism spectrum children.

Collaboration between teachers and parents of children with ASD on issues of education.

This study examines the views of teachers and parents on critical issues concerning their collaboration in the education of children with ASD. For the purposes of this study, a total of 171 teachers and 50 parents of children with ASD, attending mainstream or special primary school units, were randomly selected in Greece in order to respond to a structured questionnaire. The majority of teachers and parents were found to be of the opinion that communication and collaboration between teachers and parents are rendered as critical [n=165 teachers (96.5%), n=50 parents (100%)]. Postgraduate academic studies and working experience with children with ASD are seen to be the most important factors shaping the attitudes of teachers towards collaboration with parents. On the other hand, the types of working unit teachers were employed in are seen to rank in lower importance.

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers’ awareness of anxiety symptoms in children with ASD may contribute to their social inclusion.

Organization and management of the ways in which teachers and parents with children with ASD communicate and collaborate with each other

Objectives: This study empirically investigates critical issues relating to prevailing views and perceptions of teachers and parents with children with Autism Spectrum Disorders (ASD) towards the organization and management of approaches to their efficient collaboration and communication. Methods: A total sample of 171 teachers and 50 parents with children with ASD attending primary mainstream or special school units in Greece were randomly selected and were subsequently invited to answer a structured questionnaire. Results: The key empirical results indicate 50.9% of teachers believe teacher–parent meetings for communication and information purposes should be arranged by the schools once a month; 49.1% of teachers once a week; and, the majority of parents (98%) every month. The majority of teachers (90.6%) are seen to contain the view that meetings with children’s parents are critical; 90.1% of them feel respect for their students’ parents; and, 69.6% of them take parents’ views on their children’s performance and behavior very seriously. All parents consider it very important to get to know children’s teachers; the majority (82%) feel respect for their children’s teachers; 76% of them take teachers’ views on their children’s performance and behavior into serious consideration; 39.2% of teachers and 88.0% of parents recognize their children’s special educational needs. Conclusion: The critical factors found to play a fundamental role in teachers’ views include: the work unit; previous experience of ASD; and, relevant postgraduate studies.