Problems and solutions in cooperation between teachers and parents of pupils with special educational needs
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Abstract
Several studies have examined the positive impact of inclusive, heterogeneous learning environments and parental involvement on student achievement. However, for children with special educational needs, exclusionary processes due to labelling and insufficient support for parental involvement often remain unresolved. In light of this, our research seeks to present teachers’ perspectives on the involvement of parents raising children with special educational needs. To explore this, we conducted semi-structured in-person interviews with practising teachers. We analysed 22 interviews with teachers with significant experience in teaching children with special educational needs and in maintaining contact with their parents. The interviews were subjected to text analysis applying constructivist grounded theory. Our main results show that family involvement is influenced by individual, organizational, and social factors, with teachers’ integration approach playing a crucial role. Our results could be useful in deepening the understanding of the relationship between schools and parents of children with special educational needs and in preparing and supporting teachers accordingly.
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Innovációs és Technológiai Minisztérium
Grant numbers ÚNKP-23-3
References
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