Redefining Parental Involvement In Inclusive Education

Abstract

In contemporary educational discourse, the role of parents in fostering the academic success and overall well-being of their children, particularly those with special educational needs (SEN), has become a central theme. Defined as the active participation of parents in meaningful communication and engagement with their children's learning and school activities, parental involvement has garnered significant attention in the realm of inclusive education. The recognition of its importance is underscored by numerous studies and scholarly discussions, emphasizing its positive impact on various facets of a child's educational journey. This discussion unfolds against the backdrop of a global educational landscape. The intersection of parental involvement, inclusive education practices, and the legal frameworks surrounding disability forms the basis of this exploration. The significance of parents as vital stakeholders in their children's education is not only a prevalent theme in academic literature but also echoes through legislative mandates and international agreements. This comprehensive examination of the literature also delves into the multifaceted dimensions of parental involvement in the education of students with SEN, exploring its far-reaching effects on academic achievement, attitudes, attendance, and behavior. Furthermore, the study investigates the reciprocal nature of the parent-teacher relationship, the impact of cultural beliefs on parental engagement, and the potential barriers hindering effective collaboration. This review also addresses the nuanced strategies employed to facilitate communication between parents and teachers, emphasizing the importance of both one-way and two-way exchanges. The integration of technology as a means to foster instantaneous communication underscores the evolving nature of parent-teacher collaboration in the digital age.