Click the "References" link above to hide these references.
Bryan, T., Nelson, C., & Mathur, S. (1995). Homework: A survey of primary students in regular, resource, and self-contained special education classrooms. Learning Disabilities Research & Practice, 10(2), 85-90.
Bryan, T., & Sullivan-Burstein, K. (1997). Homework how-to's. TEACHING Exceptional Children, 29(6), 32-37.
Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176.
Jayanthi, M., Bursuck, W., Epstein, M., & Polloway, E. (1997). Strategies for successful homework. TEACHING Exceptional Children, 30(1), 4-7.
Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225.
Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.
Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic, 31(3), 133-144.
One of the main objects of education is to teach student how to reach the information instead of giving him a pure knowledge. Because one can easily forget any knowledge but the skill of reaching the correct information can be used forever if it is learned once. Extracurricular activities like doing research/homework are really important in terms of teaching these skills. Homeworks/researches enable parents to take part in that process as they are extracurricular activities. Both their children and themselves face with many difficulties during this process. Therefore, this study aims to describe those difficulties faced during the research/homework process by parents who have children in primary schools. This study has been lead according to the phenomenological method among qualitative research techniques. The study group consists of 26 parents whose children are in primary school during 2013-2014 academic year and these parents have been selected with the criterion sampling method which is one of those predictive sampling methods. In order to gather information, some interview questionnaire forms designed and used by the researchers. Acquired data has been evaluated in terms of descriptive analysis. At the end of the research it has been concluded that parents encounter many economical (e.g: not being able to spare time, providing equipment economically etc.) and spiritual difficulties (e.g: boredom, exhaustion, panic, feeling of self-inadequacy etc.) Students, on the other hand, encounter some sensory (e.g: boredom, fatigue), cognitive (e.g: not understanding), physical environmental and physicomotor difficulties.