Page 170 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 170
avje otrok in mladostnikov | health of children and adolescents 168 parents’ input was essential. However, occupational therapists were more re-
liant on the cooperation with parents due to their undefined role within the
school system. Their work with the child with special needs often depended on
the parent’s involvement. Occupational therapists frequently got involved fol-
lowing the parent’s initiative, parents acting as gatekeepers for them. This sug-
gests that all children in Slovenia might not have the same access to occupa-
tional therapy services at school. For instance, if the parents are not actively
engaged, the therapists will have less opportunity to get involved as their access
will be limited. In contrast, a Portuguese study of children with special edu-
cational needs found that parents did not necessarily participate in their chil-
dren’s school life and it was up to the schools to coordinate the child’s engage-
ments (Rodrigues et al., 2015).
Goldman and Burke (2017) suggest that parents of children with special
needs should be encouraged to get involved in schoolwork in similar ways to
other parents, for example, through observation of schoolwork, communica-
tion with the school, and school-related voluntary work. The authors also note
that the interactions might vary depending on the child’s age and developmen-
tal level (Goldman and Burke, 2017). Furthermore, it has been found that par-
ents from low socioeconomic backgrounds can encounter additional barriers
and challenges (Kalyanpur et al., 2000; Syriopoulou-Delli at al., 2016). For in-
stance, they might not be familiar with current laws and regulations or strug-
gle to interpret some information. This has also been observed by the teachers
included in our study.
However, modern parents are often more informed than the previous
generations were, which can change the dynamics of the collaboration (Ule,
2013). Parents can sometimes become overprotective, which has also been ob-
served by Honkasilta et al. (2015) in their study of mothers of children with spe-
cial needs. Parents can assume different roles depending on their activity levels
and attitudes of the school. If they feel ignored, they act differently than if they
feel welcomed. Future studies should look at the children and parents’ experi-
ence of collaboration and their preferred strategies for collaboration.
We found that collaboration was best established when teachers, parents,
and external professionals worked as a team and felt like valued, equal part-
ners. However, currently, many barriers stand in the way of good collaboration
and often, it depends on the goodwill and flexibility of those involved.
Conclusions
Parents have been recognized as an essential part of the inclusion model. How-
ever, different professionals have different experiences with their collaboration
with parents. While some teachers report that the parent’s actions can make
their work more challenging, occupational therapists appear to be over-re-
liant on parents acting as mediators. It is essential to develop new strategies
liant on the cooperation with parents due to their undefined role within the
school system. Their work with the child with special needs often depended on
the parent’s involvement. Occupational therapists frequently got involved fol-
lowing the parent’s initiative, parents acting as gatekeepers for them. This sug-
gests that all children in Slovenia might not have the same access to occupa-
tional therapy services at school. For instance, if the parents are not actively
engaged, the therapists will have less opportunity to get involved as their access
will be limited. In contrast, a Portuguese study of children with special edu-
cational needs found that parents did not necessarily participate in their chil-
dren’s school life and it was up to the schools to coordinate the child’s engage-
ments (Rodrigues et al., 2015).
Goldman and Burke (2017) suggest that parents of children with special
needs should be encouraged to get involved in schoolwork in similar ways to
other parents, for example, through observation of schoolwork, communica-
tion with the school, and school-related voluntary work. The authors also note
that the interactions might vary depending on the child’s age and developmen-
tal level (Goldman and Burke, 2017). Furthermore, it has been found that par-
ents from low socioeconomic backgrounds can encounter additional barriers
and challenges (Kalyanpur et al., 2000; Syriopoulou-Delli at al., 2016). For in-
stance, they might not be familiar with current laws and regulations or strug-
gle to interpret some information. This has also been observed by the teachers
included in our study.
However, modern parents are often more informed than the previous
generations were, which can change the dynamics of the collaboration (Ule,
2013). Parents can sometimes become overprotective, which has also been ob-
served by Honkasilta et al. (2015) in their study of mothers of children with spe-
cial needs. Parents can assume different roles depending on their activity levels
and attitudes of the school. If they feel ignored, they act differently than if they
feel welcomed. Future studies should look at the children and parents’ experi-
ence of collaboration and their preferred strategies for collaboration.
We found that collaboration was best established when teachers, parents,
and external professionals worked as a team and felt like valued, equal part-
ners. However, currently, many barriers stand in the way of good collaboration
and often, it depends on the goodwill and flexibility of those involved.
Conclusions
Parents have been recognized as an essential part of the inclusion model. How-
ever, different professionals have different experiences with their collaboration
with parents. While some teachers report that the parent’s actions can make
their work more challenging, occupational therapists appear to be over-re-
liant on parents acting as mediators. It is essential to develop new strategies
