The involvement of parents in the educational process is supported by various documents, such as the Salamanca Declaration (1994), the Convention on the Rights of Persons with Disabilities (2007), and Placement of Children with Special Needs Act (2011). Parents are the ones who know their child best, provide the school with information about their child, and encourage them to learn and progress in the home environment. Teachers are the educational experts. They know about different ways of working, have access to support resources, etc. If parents and teachers come together and decide to work together, they can create a more supportive learning environment for individuals, allowing them to achieve a better quality of education.
The aim of this master's thesis was to examine parents' experiences and views of the system of treatment and support for children and adolescents with special needs, exploring issues and best practises in the instruction and treatment of children with special needs from the parents' perspective. Using a quantitative and qualitative analysis of 1390 responses from parents obtained through the national evaluation study, "Identification of Problems and Best Practises in the Education and Training of Children with Special Needs with Suggestions for Change," we analysed the information and data obtained in the areas of identifying and assessing their child's special needs, the process of guidance and obtaining a guidance decision, the help and support the child receives at school, the elements of organising and conducting their child's education, and testing and assessing their knowledge and skills. We also explored their views on cooperation with the school counselling service, teachers, and external institutions, as well as their opinions on inclusion in the Slovenian school system.
The results of the survey show that parents are satisfied with the system of treatment and support for their child with special needs. However, they pointed out that the procedure for identifying a child's problems should be shortened, as this would help them get the right help and support more quickly. They also shared their views on the support and help the child receives. Some expressed positive views, while others noted that teachers and practitioners do not give consideration or make adjustments. They view the support as positive because it is tailored to the child, based on the child's strengths and deficits, and has a positive impact on the child's academic, social, and emotional development. Parents feel it is important that the school promotes a positive climate and acceptance of diversity, and that work strategies are based on the child's strengths. They also value collaboration with parents and regular updates on the progress of their child with special needs as an important element of educational work and classroom organisation. They believe that an open attitude, good communication and trust in the professionals, the teachers, are necessary to build a cooperative relationship. They receive information from them about their child and work with them to develop strategies for help and support. Most of them are also involved in drafting the IEP, taking their views into account. They also said that the child with special needs is actively involved in education. Finally, they also commented on inclusive education. They believe that the material and professional resources of the school have the greatest impact on the development of inclusion. They also report that they think it is useful to integrate an adapted education programme with an equivalent education standard and an adapted education programme with a lower education standard in mainstream educational institutions, indicating a positive opinion on inclusion.
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