Narrowing the inclusion gap–teachers and parents around SEN students

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. Considering this, our research seeks to present the perspective of teachers on the involvement of parents raising children with special educational needs. To explore this, we conducted semi-structured, in-person interviews with practicing teachers who have extensive experience in teaching children with special education needs (SEN), as well as maintaining contact with their students’ parents. Data collection was carried out within the framework of the MTA-DE-Parent-Teacher Cooperation Research Group. The 21 interviews were subjected to text analysis applying constructivist grounded theory (CGT). Our main results show that family involvement is influenced by individual, organisational, 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.