LAUSR

The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.