Effective collaboration between teachers and parents is crucial for the academic success of children. A reciprocal relationship between these two parties yields positive outcomes not only for the teaching staff but also for parents. Central to this relationship is the necessity of understanding shared responsibilities, expectations, and the various factors that significantly impact the quality of collaboration. A key element in building a successful partnership is the selfless commitment of both parents and teachers.
In recent years, the number of children with special needs integrated into mainstream elementary school programs has significantly increased. This has created a greater need for effective collaboration between the parents of these children and school professionals. The master's thesis focuses on exploring the expectations, experiences, and perspectives of parents of children with special needs regarding their cooperation with professionals in regular elementary schools.
The theoretical section explores different forms and principles of collaboration between teachers and parents. It emphasizes the benefits of such cooperation, including improved understanding of the child’s development, more effective student support, and greater parental involvement in the educational process. Along with these advantages, the challenges that teachers and parents face, such as communication issues, time constraints, and differing expectations regarding roles and responsibilities, are also examined. The specific needs of children with special needs and their unique educational requirements are clearly defined.
The empirical section includes a qualitative study providing an in-depth insight into the challenges, experiences, expectations, and desires of parents of children with special needs in the context of their collaboration with teachers and other school professionals. My aim was to gain a deeper understanding of their views on this collaboration, particularly focusing on how they perceive this relationship.
Six semi-structured interviews were conducted with parents whose children receive additional professional support in mainstream elementary schools. The data were analyzed using the method of open coding, contributing to a clearer understanding of parental expectations in relation to collaboration with school professionals. The findings offer valuable insights for enhancing future collaboration between professionals and parents.
|
