Gli studenti con DSA scelgono la scuola secondaria di secondo grado: Credenze e atteggiamenti dei genitori.

Translated title of the contribution: [Autom. eng. transl.] Students with DSA choose secondary school: Parental beliefs and attitudes.

Valentina Rita Andolfi, Alessandro Antonietti, Marisa Giorgetti

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

[Autom. eng. transl.] The specificity of the DSA has implications for the scholastic demands that change in the transition to the various school grades becoming more demanding. On another front, the uncertainty and complexity of the professional future, the diversified educational offer, the family's investment in child training and finally the specific characteristics and personal predispositions of the student with DSA are factors that cannot be ignored to identify and understand the dynamics underlying the orientation choices for this type of student. In this framework, a research program was launched to analyze the point of view of parents of students with DSAs to investigate the following areas of interest: - the role of the parent and personal resources to cope with the child's DSA; - representations of the parent with regard to the skills and self-efficacy attributed to the child with DSA; - the expectations of the parent towards the choice of the educational and working future for their child with DSA; - the actions, the strategies to guide the choice on the type of school address and the choice of the school on the territory. In two studies, in which parents of students with DSA were asked to compile two sets of tools, it emerged that the parent expresses a coping strategy that mainly reacts to the criticality of the DSA by engaging in "getting busy "And in" giving meaning "to what happens. The parent perceives and recognizes to the child a predisposition centered on resilience, or recognizes him internal resources of determination and perseverance to obtain the objectives and overcome the difficulties. Less emphasized, even if present, are the skills of self-efficacy or self-management skills, especially for the control of unexpected events. Furthermore, the network of media that the child can contact is present to the parent. At school the parent asks for a training project aimed at the development of the person and his well-being and the fact of having a child with DSA is not perceived as a risk factor, but as a precaution. A point of attention that the parent expresses towards the secondary school is the sensitivity of the teachers, but also their professionalism in the field of the DSA. Parents are also attentive and require the school to use support facilities and computer equipment. Finally, another point that emerges is the belief that the professional future of one's child is to be attributed above all to commitment, but at the same time to the ability to adapt and not be discouraged.
Translated title of the contribution[Autom. eng. transl.] Students with DSA choose secondary school: Parental beliefs and attitudes.
Original languageItalian
Title of host publicationIl Counselling e l’Orientamento in Italia e in Europa: formazione, ricerche, programmi, criticità e prospettive.
Pages1-200
Number of pages200
Publication statusPublished - 2015
EventIl Counselling e l’Orientamento in Italia e in Europa: formazione, ricerche, programmi, criticità e prospettive. - Padova
Duration: 1 Jan 2015 → …

Conference

ConferenceIl Counselling e l’Orientamento in Italia e in Europa: formazione, ricerche, programmi, criticità e prospettive.
CityPadova
Period1/1/15 → …

Keywords

  • counselling
  • dsa
  • learning disabilities
  • orientamento

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