Η συνεργασία ανάμεσα σε δασκάλους ειδικής αγωγής και γονείς παιδιών με βαριές αναπηρίες

Abstract

Building partnerships between parents and educators could be a key element of today’s education system. The development of strong relationships have been the ultimate goal of current special education since they could only lead to the sharing and exchange of knowledge and experience between parents and special educators.The benefits of parents and educators working together are that both sides can be actively engaged in the decision-making process regarding children’s education, equality and allocation of duties and responsibilities. The purpose of this research is to evaluate the communication between parents of children with severe disabilities and special educators as well as whether these two parties can effectively work together. In an effort to make new suggestions for improving school conditions for children with severe disabilities, the quality and frequency of this communication are thoroughly examined. As parents have better knowledge of their children’s preferences, weaknesses and abilities discussing with them about these matters may assist educators to collect essential information about the students, so as to improve teaching methods and enhance their smooth adaptation to the school environment. Data collection was based on structured interviews of 34 parents of children with severe disabilities and their corresponding 34 educators. The subject of this study was Greece and the samples were taken from 18 different schools. Although the findings of this study show that communication between parents of children with severe disabilities and teachers occurs on a regular basis, it cannot be considered a positive outcome, since all contacts between the two sides have not always been productive or substantial. Furthermore parents believe that they are not heard or provided with any feedback. Therefore both parents and special educators should be deeply invested in their partnership. Education is an ongoing process. Thus special education should take the initiative to first support and educate parents, so they in turn support their own children as well as the challenging task of the teachers. Schools should improve the provision of amenities that ensure the orientation, consultation and support of parents.