PERCEPTIONS OF STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS REGARDING HOMEWORK
A PHENOMENOLOGICAL STUDY
DOI:
https://doi.org/10.5944/reop.vol.36.num.3.2025.42046Keywords:
homework; learning disabilities; qualitative research; elementary education.Abstract
Students with Special Educational Needs (SEN) require curricular adaptations in the educational proposal developed inside and outside the classroom. However, academic activities outside school, such as homework, may not be adapted to the characteristics of these students. This study aims to describe the experiences of a group of students with SEN during homework. A phenomenological interpretative-qualitative research methodology was used. Semi-structured interviews were conducted with seven 5th-grade students with SEN. The textural and structural information analysis was conducted based on the identified content codes and categories. The research revealed that this group of students perceives homework as a compulsory task that their teachers adapt in quantity for them, but maintaining the content and type of task. During homework completion, they experience emotions ranging from fear of not being able to finish it to happiness when they can. They state that homework helps them to learn, but also that it interferes with their rest. In general, students report difficulty in managing the time they devote to homework, as well as a lack of interest in it. In conclusion, it is necessary to take into account the experiences of students with SEN when doing homework to enhance its positive aspects and minimize the negative ones.
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Copyright (c) 2025 Carolina Rodríguez-Llorente, Iris Estévez, Ariana Reboredo-Orgeira, Iria Freire-Lavandeira, Antonio Valle
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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