Homework for Students With Learning Disabilities: The Challenge of Home-School Communication

Abstract

In this article, we discuss efforts leading to changes in homework policies and practices, the problems experienced by students with disabilities, and how schools have attempted to address these issues. We then focus on home-school communication patterns as a key variable in improving the homework performance of students with disabilities. The ndings of several studies that establish the importance of investigating the perspectives of parents of children with and without disabilities are reviewed.

Interventions in Specific Learning Disabilities Through Families

“…The results of the studies reviewed support the need for a comprehensive assessment and intervention for students with LD (Gortmaker, et al, 2007;Polloway, et al, 2001). Intervention with the students themselves and treating their problems is necessary, but it is also necessary to take their family into consideration.…”

“…Some of the variables related to the problems with homework that students with LD present seem to be related to the lack of communication and coherence between the goals of the school and the family (Polloway, Bursuck, & Epstein, 2001). That means that in these cases direct contact between faculty and the family is essential to ensuring meeting and maintaining academic goals.…”

“…This is especially important if s/he presents problems in learning and requires specific personal measures and materials (Gortmaker, Daly, McCurdy, Persampieri, & Hergenrader, 2007;Polloway, Bursuck, & Epstein, 2001). Also, regarding treatment, it is important to start intervention as soon as possible in order to guarantee higher efficacy.…”

The Family Environment of Students with Learning Disabilities and ADHD

“…Interest in LD and ADHD has been gradually shifting towards more holistic perspectives in terms of analysis and treatment, where not only the person is considered, but also all the social agents surrounding her/him (Dyson, 2010;Gortmaker, Daly, McCurdy, Persampieri, & Hergenrader, 2007;Mautone, Lefler, & Power, 2011;Polloway, Bursuck, & Epstein, 2001). However, despite progress in this area, there have been few and inconclusive results up to now (Dyson, 2010;Hegarty, 2008;Heiman & Berger, 2008;Xía, 2010).…”

Supporting Families to Motivate Their Middle School Student During Homework Time

“…Adolescents may wish to appear autonomous and take on more responsibility outside of school, such as managing their homework independently without their families looming over their shoulder, but they may need more support at home than they let on to complete and prepare their assignments (Epstein et al, 2021). For students with disabilities (SWDs), who on average complete homework at lower rates than students without disabilities, the amount of additional homework support from families may be larger as a result of disability impacts (Gajria & Salend, 1995;Langberg et al, 2016;Polloway et al, 1992).…”