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FrancoAngeli Journals

La scuola come organizzazione inclusiva. Processi trasformativi in corso

No. 2-Special (2021): Didattica speciale e trasformazioni organizzative. Ricerche in corso

Transformative perspective in parent education: Developmental pathways and theoretical-operative trajectories

DOI
https://doi.org/10.3280/erp2-Special-2021oa12914
Submitted
novembre 18, 2021
Published
2021-12-16

Abstract

Disability can modify family structure in organizational, relational and emotional terms and affect significantly parenting skills and resources.

For this reason, it becomes relevant to prepare and implement effective interventions to help parents to face challenges, in order to support those inclusive processes with which families, schools and the whole society are called to confront themselves in a dynamic and continuous intervention, research and training. Through a review of the international literature, this paper presents the results of a qualitative research that highlights in what terms and in what ways, within the paradigm of adult education, the transformative approach has found concrete application in parent education.

The review, conducted on ten studies, aimed to explore parents’ experiences and perceptions of parenting programs. Three main themes were identified: (1) parental transformation, (2) educational device and (3) parents transitions. Results reveal an intervention model that can affect meaning perspectives and educational and parenting practices, in line with transformative learning theory.

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