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Parental involvement and Special Educational Needs in inclusive contexts

2014Journal article Restricted access
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dc.contributor.authorFelizardo, Sara
dc.contributor.authorJales Ribeiro, Esperança
dc.contributor.authorCardoso, Ana Paula
dc.date.accessioned2017-02-02T10:14:17Z
dc.date.available2017-02-02T10:14:17Z
dc.date.issued2014
dc.description.abstractProblem Statement: This study aims to analyze the relationships between the parent`s perspectives of children with Special Educational Needs/ SEN and teachers of regular and special education, about parental involvement in school. Research Questions: Are there significant differences between the parent`s perspectives of children with SEN and teachers of regular and special education, in relation to parental involvement in school? Purpose of Study: Parental involvement is a multifaceted concept that encompasses different contexts and can be presented in various formats. Within the inclusive approach, the collaborative model and partnership of parental involvement provides a frame of reference that can help support professionals, educators and teachers in their contacts with parents of children with SEN. Research Methods: This is an descriptive-correlational research with a non-probability convenience sample of 256 parents of children with and without SEN, and 107 teachers of regular and special education. The study was undertaken in schools and institutions of support for disabled children of the Municipality of Viseu, and data were collected with a questionnaire about parental involvement in school. Findings: Data shows that the largest divergence about parental involvement perceptions occurs between the teachers of the regular school and parents of students with SEN. In contrast, the perceptions between teachers of special education and parents of children with SEN do not show significant differences. There are still significant differences between regular teachers and special education teachers about parental involvement in school. Conclusions: Data suggests differences between perceptions of regular education teachers and parents of children with SEN, likewise the perceptions between the two type of teachers, which indicate that the work should evolve towards greater convergence and articulation, in order to delineate forms of intervention converging and promote a greater parental involvement as part of a collaborative and partnership approach.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.issn1986-3020
dc.identifier.urihttp://hdl.handle.net/10400.19/4327
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFuture Academypt_PT
dc.relationCI&DETS/FCTpt_PT
dc.subjectSpecial Educational Needspt_PT
dc.subjectparental involvementpt_PT
dc.subjectinclusionpt_PT
dc.titleParental involvement and Special Educational Needs in inclusive contextspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceChiprept_PT
oaire.citation.endPage186pt_PT
oaire.citation.startPage185pt_PT
oaire.citation.titleAbstract Book - 5th International Conference on Education & Educational Psychologypt_PT
person.familyNameFelizardo
person.familyNameJales Ribeiro
person.familyNamePaula Pereira de Oliveira Cardoso
person.givenNameSara
person.givenNameEsperança
person.givenNameAna
person.identifier.ciencia-id7C1C-342A-2434
person.identifier.ciencia-id9F1F-DA46-340F
person.identifier.ciencia-id4019-E6D8-1885
person.identifier.orcid0000-0002-4763-687X
person.identifier.orcid0000-0003-2936-9891
person.identifier.orcid0000-0001-5062-4098
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicatione67f7326-2c29-4b44-9f66-5d69584d344d
relation.isAuthorOfPublication8fa38b73-bf6a-4567-b87f-6f341f8657cc
relation.isAuthorOfPublication746d2746-c92f-4309-a078-f7c7c2f9df2f
relation.isAuthorOfPublication.latestForDiscovery8fa38b73-bf6a-4567-b87f-6f341f8657cc

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