THE FAMILY–SCHOOL PARTNERSHIP IN THE INTEGRATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN)

<doi>10.24250/jpe/2/2025/SPS/</doi>

Abstract

Family–school partnerships play a critical role in
supporting children with special educational needs (SEN).
Inclusive education frameworks emphasize removing
barriers to learning for all students. The Bronfenbrenner
ecological model highlights that interactions between
family and school (the mesosystem) significantly influence
child development. In this simulated study, 80 participants
(parents and educators) were surveyed via questionnaire
and interviewed about family involvement in education of
children with SEN. Results (Tables 1) show high parental
help with homework and participation in meetings, while
volunteer activities were less frequent. Key qualitative
themes were identified: communication/cooperation,
practical barriers, and the role of the school counselor.
These findings align with literature emphasizing reciprocal
communication and joint goal-setting. We discuss these
results in light of Epstein’s multi-faceted involvement
model and Hoover–Dempsey’s motivational framework.
The study underscores that authentic family–school
collaboration enhances students’ outcomes and should be
actively promoted.