Page 165 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 165
Inclusion of children with special needs:
collaboration with parents
Lea Šuc
University Rehabilitation Institute Republic of Slovenia – Soča, Linhartova 51, 1000 Ljubljana,
Slovenia
Abstract
Introduction: Inclusion of children with special needs into regular school
programs is a complex process. Therefore, good collaboration needs to
be established between different experts and the child’s family. The aim
of our study was to explore the experience of teachers and occupational
therapists in Slovenia with collaboration with parents. Methods: This was
a qualitative study that included six focus groups (n = 36) and in-depth
interviews with teachers (n = 12) as well as interviews with occupational
therapists (n = 9) who worked with children with special needs. The
interviews were analyzed using qualitative content analysis. Results: A
paradigmatic model emerged from the analysis of the interviews with
the teachers. It included the category “collaboration with parents”.
We identified both positive and negative aspects of interactions with
parents. Important for the collaboration were information exchange,
consistency, and routine. Active involvement from the parents often
supported collaboration and inclusion. Occupational therapists reported
that usually, they got involved because the parents wanted them to.
Parents acted as “gatekeepers” and enabled the necessary adaptations
of the environment. Discussion and Conclusions: Collaboration was
most efficient when teachers, external experts, and parents worked as
a team. It is essential to find ways that could improve the collaboration
between parents of children with special needs, the school, and other
professionals.
Keywords: children with special needs, inclusion, parents, teachers,
occupational therapists.
Introduction
Children who attend regular school programs are a heterogeneous group. The
contemporary school system aims to provide quality education for all of them,
collaboration with parents
Lea Šuc
University Rehabilitation Institute Republic of Slovenia – Soča, Linhartova 51, 1000 Ljubljana,
Slovenia
Abstract
Introduction: Inclusion of children with special needs into regular school
programs is a complex process. Therefore, good collaboration needs to
be established between different experts and the child’s family. The aim
of our study was to explore the experience of teachers and occupational
therapists in Slovenia with collaboration with parents. Methods: This was
a qualitative study that included six focus groups (n = 36) and in-depth
interviews with teachers (n = 12) as well as interviews with occupational
therapists (n = 9) who worked with children with special needs. The
interviews were analyzed using qualitative content analysis. Results: A
paradigmatic model emerged from the analysis of the interviews with
the teachers. It included the category “collaboration with parents”.
We identified both positive and negative aspects of interactions with
parents. Important for the collaboration were information exchange,
consistency, and routine. Active involvement from the parents often
supported collaboration and inclusion. Occupational therapists reported
that usually, they got involved because the parents wanted them to.
Parents acted as “gatekeepers” and enabled the necessary adaptations
of the environment. Discussion and Conclusions: Collaboration was
most efficient when teachers, external experts, and parents worked as
a team. It is essential to find ways that could improve the collaboration
between parents of children with special needs, the school, and other
professionals.
Keywords: children with special needs, inclusion, parents, teachers,
occupational therapists.
Introduction
Children who attend regular school programs are a heterogeneous group. The
contemporary school system aims to provide quality education for all of them,
