Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania (original) (raw)
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Inclusive education for special needs students is an important component of their inclusion into society. Despite the other conditions that school must create, in order to fulfill the rights for education of children with disabilities, the role of parental engagement is crucial to realize inclusive education. The Law on Pre University Education in the Republic of Albania has reinforced the importance of parental involvement in order to ensure the progress of education for students with disabilities. The fundamental aim of this study was to evaluate the level of parental involvement of 32 parents of special need children, from seven different schools of Korça region. To realize this study is used the snowball sampling method, according to which the first group of interviewed parents recruits other parents to be part of it. The qualitative method was used to analyze the data gathered from this study. The main research questions were: How does the school involve parents in school life? Are the parents satisfied with the special needs assessment procedure? How much are they represented in the school structures and do they feel part of decision-making process? As a conclusion, in practice parents were not involved enough into the school life in order to ensure the inclusion of their children within the regular education system. Parental involvement in school takes a significant sense in terms of achieving inclusive education for their children with disabilities, who could not raise the voice to protect their own rights.
In Romania, parents of children with and without disabilities are in favor of inclusive education
Procedia - Social and Behavioral Sciences, 2010
The current study evaluates parental attitudes regarding inclusive education of children with disabilities, at a crucial point in children's life -the transition from kindergarten to school (i.e. the preparatory year). This is the first study of this kind to be carried out in Romania. Of parents participating in our study, parents of children with disabilities, were more in favor of inclusive education and have a deeper understanding and wider knowledge of terminology and specific legislation. Half of the parents of children without disabilities were reluctant to have children with disabilities in the same class at their own child. We hope our study will inspire and encourage changes in legislation, (e.g. the introduction of parent-school contracts through which parents become partners in the educative process), teacher training (e.g. improving the training of support teachers; ensuring all teachers posses basic knowledge about disability and special educational methods), and special education practices (e.g. earlier involvement of support teacher in the education of children with disabilities). We believe the starting point to these changes to be a better information of all those involved in supporting and caretaking for children with disabilities as well as of the population at large.
Child: Care, Health and Development, 2013
Context In 2003, Quebec's Ministry of Health and Social Services (MSSS) and the Ministry of Education, Recreation and Sports (MELS) concluded the Agreement for the complementarity of services between the health and social services network and the education network. The objectives of the current investigation were to evaluate the implementation of this Agreement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this Agreement upon them and their children. Methods Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Quebec. Data were analysed using content analysis. Results Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non-existent. Conclusion School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realize specific changes regarding work cohesion and service organization for these groups. bs_bs_banner Child: care, health and development
International Online Journal of Educational Sciences, 2019
Parent involvement has been reported to have many benefits for the education of children with disabilities. Many children with disabilities in Turkey receive educational support services from institutions entitled "Special Education and Rehabilitation Center" (SERC). The general purpose of this research is to develop a better understanding of the opinions of teachers and parents of children with disabilities in regards to their roles in parent participation in SERC education programs. This qualitative study adopted a phenomenological approach and conducted face-to-face interviews as a data collection method. Content analysis method was utilized to analyze the data. Findings revealed that lack of communication is an important problem for both teachers and parents. Teachers reported lack of parent involvement and interest in children's education. While parents stated their expectations for more social activities and desire for increased numbers of class sessions for their children, teachers emphasized the great need for active parent involvement.
EDULEARN Proceedings, 2019
In the paper, we present the results of a representative research survey (2018) that measured the perception and evaluation of selected aspects affecting Quality of life carers throughout the Czech Republic (n = 526). The Czech Republic is undergoing a major reform of education, since September 2016 the amendment to the Education Act has been significantly supporting the presence of children, pupils and students with special educational needs in the educational mainstream. It can be confirmed that on its basis there is a gradual (albeit small) increase in the proportion of children with special educational needs in the so-called ordinary schools. In this context, the demands on the social background of such integrated pupils are increasing. Therefore, the research team focused on describing specific factors affecting Quality of life carers and their perception by respondents. A quantitative approach was used, which was realized through a questionnaire that examined individual areas related to health, psychological, social, partner and family, economic and spiritual aspects. The results bring important findings, for example, that the economic situation or social life of the family has worsened during the care period or that the carers feel great fatigue as a result of the care. These facts have a significant impact on the situation in the family and can therefore also affect the education of children, pupils and students with special educational needs.
Education of Children with Special Needs in the Dibra Region, Parents' Experiences and Concerns
2023
The qualitative method was the research method used in this study as the most appropriate to the purpose, objectives, and research questions of the study. The purpose of this study is to examine the experiences of parents during education of their children with special needs. The research question of this study was: What experiences have parents had during the education of their children with special needs? The sample in this paper consists of 13 respondents, citizens of Debar parents of children with special needs. The interviewed sample consisted of 10 mothers and 3 fathers. From the analyzes made, it appears that 99% of parents regarding the inclusion of children answered that it is very necessary, they hope that these laws and rules are respected in schools, that there are no differences and discriminations with children, but that everyone is equal in the classroom and have maximum care, especially children with special needs. 46% of the parents answered that they got enough help from the school, they were not underestimated by others, the teacher supported them and helped them adapt, showing that the children were calmer and more productive. While 53.8% of parents answered that the school does not have help with their child, they express dissatisfaction and non-fulfillment of the conditions for work with children with special needs. Based on the analyzes carried out, 75% of the parents answered that they had difficulties with their child's adaptation to school, and the parents were also forced to stay with them in the classroom for several months.
The relationship between parents of children with special educational needs (SEN) and schools in Adjara, Georgia., 2023
This research investigates the relationship between parents of children with special educational needs (SEN) and schools in the Adjara region of Georgia. The study aimed to understand and explore the experiences of parents in communicating and collaborating with the school for their children's education. Eight parents, specifically eight mothers, of children with SEN participated in the study. The interviews were conducted via Zoom, and audio data were recorded. The transcribed data were then analyzed using manual thematic coding. The investigation delves into pivotal facets such as the nuanced situation of SEN students within the Georgian context, the intricacies of their identification process, and the unwavering commitment of educational institutions to fostering inclusivity. The study found that parents of children with SEN face significant obstacles in relationship with education institution. The research found that parents encounter several challenges and barriers in navigating their relationship with schools in Adjara, including inadequate communication, insufficient resources and support, and lack of access to information. The study highlights the importance of addressing these barriers and fostering a collaborative relationship between parents and schools to support children with SEN. The research concludes with recommendations for school policies and practices to support parents of SEN children and promote inclusive education in Georgia.
The student’s families with disabilities in school, their needs and demands. Ecuador case
This paper identifies the needs of families with children with disabilities, strengths to support educational processes and analyzes how family requirements affect the continuity of parents’ life projects. This research aimed to know the emotional status of parents, commitment to the education of their children, the dreams of the family to ensure their inclusion in life. In the analysis of the information gathered, from the implementation of the survey and focal groups, to the families of students who attend different special education schools was obtained as a finding that a high percentage of parents leave and/or delay their personal life projects because of the birth of a child with disabilities, just as a list of needs that educational institutions do not take into account or do not believe that must be satisfied. When the school has a role in providing the relevant supports to the student and his family with the aim of providing quality education to develop the highest levels of autonomy of their students
Zenodo (CERN European Organization for Nuclear Research), 2021
The objective of this study was to find out the lived experiences of the parents of Learners with Special Educational Needs (LSEN's). This study employed a qualitative research design specifically a phenomenological approach. The sample of this study was conducted among the thirty (30) parents of the Learners with Special Educational Needs (LSEN's) of Malalag Central Elementary School-SPED Center. The investigator used Moustakas (1994) modification of the Stevic-Collazzi-Keen method of analysis to analyze the phenomenological data. The findings show that the parents' capacity to teach has been delimited due to several factors and that clearly implies for the need for immediate and strategic intervention. These include learning materials, resources, and assistive technologies. The contact time is also proved to be pivotal however it cannot be denied that the participants have other things to do like attending to their works and jobs that the bear on their shoulders. Moreover, the provision of skills and trainings are needed taking into consideration as well the strengthening of the emotional and psychological stability of the parents. These findings could serve as a basis to create parents and teachers partnership school program to strengthen the learning continuity of Learners with Special Educational Needs (LSENs) concerning the new normal education in the time of the COVID-19 pandemic.