Being part of it: a partnership for developing evidence-based parent education in autism in south-eastern Europe

This presentation reports on a survey of parents in Croatia, Cyprus and the FYR of Macedonia, which was undertaken to inform the development of parent training for parents of children with autism

Η διαμόρφωση ενός προγράμματος εκπαίδευσης οικογενειών με μέλη με αυτισμό: Ανάγκες και προτεραιότητες των γονέων στην Κύπρο

Presentation regarding the training priorities and needs of parents from Cyprus with regard to parent training in autism. This research was undertaken as part of the ESIPP project into parent training in autism

ESIPP – едукација на родители на деца со аутизам

Presentation (in Macedonian) regarding the ESIPP parent education in autism project

Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe

Parent training has been shown to be an important means of supporting families living with autism – but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was relevant and appropriate, a survey was carried out in autumn 2015 to ascertain the attitudes of parents of children with autism in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia regarding this issue, and to identify the areas of training that they felt most important. Two hundred and fifty-three surveys were distributed, and 148 were returned, a response rate of 58%. Respondents in the three counties were overwhelmingly positive about parent training, with almost 90% stating that they would like to attend such training. Weekend training sessions were preferred by the majority of respondents. There was wide variation between the three countries with regard to what content was felt important to be included, with parents in the FYR of Macedonia seeking information in the greatest number of areas. Five topics were prioritised by parents across all three countries. These were: • Strategies for enhancing my child’s communication • Strategies on facilitating my child’s interaction with other children • Sensory integration and development • General information on behavioural management strategies • Identifying and/or developing socialisation opportunitie

Aula abierta

Resumen tomado de la publicaciónPasado y presente del concepto de colaboración centro docente-familia. Análisis de la noción de colaboración escuela-familia y su interés para los teóricos, investigadores y profesionales de la educación. Se describe en primer lugar cómo los movimientos históricos y políticos llevaron al establecimiento y afianzamiento de la colaboración entre los centros escolares y las familias, y se hace referencia a los diferentes roles y responsabilidades que estos movimientos han asignado a los padres y madres. Sobre este particular se hace referencia al apoyo que la política educativa de distintos países ha mostrado para iniciar estas vías de interacción. Seguidamente se revisan resultados empíricos de carácter internacional y regulaciones educativas que apoyan el valor de los vínculos escuela-familia. El artículo finaliza describiendo diferentes modos en que las familias se involucran en los procesos de aprendizaje académico de sus hijos, así como varias tipologías para llevar a cabo la implicación de las familias en los centros escolares. Se hace mención también a diferentes conceptos utilizados en el ámbito de estudio de las relaciones escuela-familia y a los condicionantes y factores que parecen definir el contenido y alcance de estas relaciones.AsturiasUniversidad de Oviedo. ICE; Calle Quintana, 30-1õ ; 33009 Oviedo; 985227479; 985228673;ES

Presentación del número Enfoques globalizados y transdisciplinares para los desafíos emergentes en Educación Secundaria Obligatoria

La sociedad reinterpreta sus relaciones con la educa- ción en cada momento histórico según las variables concu- rrentes por lo que las misiones de los centros educativos se van acomodando en función de las necesidades, demandas, posibilidades y prioridades que se determinen en cada caso. A este respecto no puede obviarse que estas instituciones se vienen conformando como una realidad que ha respondido y responde a intereses sociopolíticos, culturales, económicos, coyunturales y situacionales. Con ello, las decisiones que se han adoptado o adoptan en cada caso no serán ideológicamente neutras, circuns- tancia que no impide sin embargo..

Has family involvement migrated into higher education? An investigation of how administrative staff document the phenomenon in students’ university experiences in Cyprus

Families have been getting more and more involved in their children’s education. This paper presents findings of a study investigating family involvement in their members’ undergraduate studies attending a state (non-fee-paying) and a private (fee-paying) university in Cyprus. The data presented in the paper were collected via online logs completed by administrative personnel in the two universities documenting incidents of family involvement. The data analysis demonstrates how similarly the phenomenon manifests in both universities and suggests that where the two universities differ is more in the intensity of the various modes of family involvement. It also projects students’ desires and encouragement of their family’s involvement and their families’ intervention to protect or guide them. The findings of the study are discussed in view of cultural and societal norms and changes about parenthood and the relationship between families and their university age members in a marketized higher education context

Parents reflecting on training of families with children on the autism spectrum: lessons from ESIPP

Presentation regarding initial findings of the analysis of qualitative data collected from parents in Croatia, Cyprus and the FYR of Macedonia who have attended ESIPP parent training in autism