Open AccessThe Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship
Author(s) -
Laura Elvira Prino,
Tiziana Pasta,
Francesca Giovanna Maria Gastaldi,
Claudio Longobardi
Publication year - 2017
Publication title -
revista electrónica de investigación psicoeducativa y psicopedagógica/revista de investigación psicoeducativa
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.256
H-Index - 26
eISSN - 1699-5880
pISSN - 1696-2095
DOI - 10.25115/ejrep.38.15043
Subject(s) - closeness , psychology , developmental psychology , autism , special education , relevance (law) , autism spectrum disorder , clinical psychology , mathematics education , mathematical analysis , mathematics , political science , law
. Despite the clear relevance of the Student-teacher relationship, studies have rarely encompassed subjects with special education needs. Our study focused on the differences perceived by teachers in their relationships with these students.Method. We described the results obtained with different groups of children with special education needs: ASDs (N = 14), Down Syndrome (N = 18), Learning Disorders (N = 38) and children with hyperactive behaviors and attention deficits (N = 56). Results from each group were then compared with those obtained by children with typical development (N = 254). The teachers were asked to fill out the Student-Teacher Relationship Scale (STRS).Results. Our study found that the social bonds formed by children with special needs differ for at least one relational aspect from those formed by children taken from the Control Group, the sole exception being children with Down’s Syndrome.Discussion and Conclusion. The Closeness dimension was hampered in the case of children who suffered from ASDs, attention deficits or hyperactive behaviors. Furthermore, the relationships with the latter group of children were characterized by a higher level of conflict and dependency. Children with Learning Disorders also suffered an increase in the dependency dimension.