The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship

• Published in: Revista electrónica de investigación psicoeducativa y psicopedagógica Vol. 14; no. 1; pp. 89 - 106
• Main Authors: Prino, L.E., Pasta, T., Gastaldi, F., Longobardi, C.
• Format: Journal Article
• Language: English
• Published: University of Almeria, Education & Psychology I+D+i 01.04.2016
• Subjects: Attention deficit disorder; Attention Deficit Disorders; Autism; Child development; Comparative Analysis; Correlation; Down Syndrome; Early childhood education; Educational psychology; Elementary School Students; Elementary School Teachers; Foreign Countries; Hyperactivity; Italy; Learning Disabilities; Measures (Individuals); Pervasive Developmental Disorders; Primary Education; Rating Scales; Special Education; Special Needs Students; Statistical Analysis; Student attitudes; Student Teacher Relationship Scale; Teacher attitudes; Teacher Student Relationship; Italy
• ISSN: 1696-2095; 1696-2095
• DOI: 10.14204/ejrep.38.15043

Introduction: 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.