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espanolEste estudio analiza la relacion entre la tipologia de los alumnos: con y sin dificultades de aprendizaje en escritura y TDAH y diferentes variables del entorno familiar (clima sociofamiliar, implicacion parental en educacion, expectativas paternas y estimulacion del aprendizaje en el hogar) medidas a traves del instrumento denominado Opiniones Familiares (FAOP). La muestra estuvo compuesta por 81 familias de ninos escolarizados desde infantil hasta la ESO que habian sido identificados como alumnos con DAE, SDA y TDAH. Los resultados senalan diferencias estadisticamente significativas entre la tipologia de los alumnos y diversas variables familiares, con tamanos del efecto altos. Al parecer, son los padres de alumnos con problemas para aprender los que se implican mas en la educacion colaborando y comunicandose con el profesorado, igualmente, desde el hogar ofrecen actividades orientadas al rendimiento y promueven ambientes fisicos agradables y seguros para los ninos. EnglishWe present a study that analyses the relationship between the students condition with vs. without learning disabilities in writing (LDW, woLDW) and ADHD and different parental variables (family climate, parental implication in education, parent's expectation and stimulation to learning offered at home), tested with a scale called Family Opinions (FAOP). The sample consisted of 81 families from kindergarten up to high school students, and they were identified like students LDW, NLD and ADHD. The results show statistically significant differences between students conditions and some family-home variables, and with a big size effect. Apparently, parents of LD and ADHD students are more involved in education, with high collaboration and communication with teachers; besides, they offer more activities aimed at achievement in home and more pleasant and save environments for the children.

Relación entre tipología de alumnos y factores psicológicos parentales en familias de personas con y sin dificultades de aprendizaje y TDAH