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Advisor(s)
Abstract(s)
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 disabilities. This study aims to analyze the relationships
between the perspectives of parents and teachers of regular education and special education, about
parental involvement in school. In this research we constitute two samples, one for parents or caregivers
and other of special education teachers, formed respectively by 256 parents of children with and without
disabilities and 107 teachers of school clusters that allowed the access to most participant´s research. The
data were collected in six clusters of schools and also in APPDA (Portuguese Association for
Developmental Disorders and Autism) and APCV (Cerebral Palsy Association in Viseu) of the district
Viseu, as well as in other places of the same district. The comparative analysis of perceptions of parental
involvement between parents and teachers, data shows that the largest divergence occurs between the
regular education teachers and parents of students with disabilities. In contrast, the perceptions between
special education teachers and parents of children with disabilities do not show significant differences.
There are still significant differences between the two types of teachers (regular and special education)
about perceptions of parental involvement.
Description
Keywords
Parental involvement Inclusive education Disability
Citation
Publisher
World Institute for Advanced Research and Science