IMPLEMENTATION OF INCLUSIVE EDUCATION: DO PARENTS REALLY MATTER?
Sažetak
It has long been ascertained thatthe application of a family centered perspectives tolearning is a positive strategy toward implementation of inclusive education worldwide. Similarly, research also confirmed that meaningful parent’s involvement is highly recognized as the most important ingredient for successful inclusive practice. This article critically explores and review research literature on the relevance and usefulness of family involvement to the implementation of inclusive education. The article planned to increase our knowledge and understanding of the crucial role that engaging with families of learners in needs might have on their learning, and look at earlier study relating tothe major effects of parental involvement in inclusion. Moreover, the article also paid particular attention to how culture, ethnicity, socioeconomic background, and family characteristics influence the level of school –parent’s partnership in inclusive settings. Finally, findings revealed parents as a social actor, and that their involvement islink with positive outcomes for learners with exceptional needs in inclusive settings.
Keywords: parental involvement, inclusive education, parental perception, family involvement
Reference
Abosi O. (1999) Issues on Access and Opportunity to Basic Education for Disabled Children in Botswana.Gaborone: Botswana Council for the Disabled.
Anderson, K. J., &Minke, K. M. (2007). Parent involvement in education: Toward an Understanding of parents’ decision making. Journal of Educational Research, 100 (5), 311-323
Anfara, V.A., &Mertens, S.B. (2008). Varieties of parent involvement in schooling. Middle School Journal, 39 (3), 58-64.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman
Barton, A.C., C. Drake, G. Perez, K. St Louis, & M. George. 2004. Ecologies of parental engagement in urban education. Educational Researcher, 33(4), 3–12.
Belknap, M., Roberts, R. and Nyewe, K. (1999) Informal sources of learning support in P. Engelbrecht, L. Green, S. Naicker and L. Engelbrecht (Eds.) Inclusive education in South Africa (pp 168-1899. Pretoria: J. L. Van Schaik.
Bennett, T., Deluca, D., &Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64, 115-131.
Bernard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd
Bornstein, M. H., Hahn, C., Suwalsky, J. T. D., & Haynes, O. M. (2003). Socioeconomic status, parenting, and child development: The Hollings head Four-Factor Index of Social Status and the Socioeconomic Index of Occupations. In M. H. Bornstein & R.H. Bradley (Eds.), Socioeconomic status, parenting and child development (pp. 29– 82). Mahwah, NJ: Erlbaum
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
Brown, K. E., & Medway, F. J. (2007). School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study. Teaching and Teacher Education, 23, 529-540.
Chakuchichi D. D., Chimedza R. M., Chiinze M. M., Kaputa T. M. (2003). Including the Excluded: Issues in Disability and Inclusion Module SPED 302. Harare: Zimbabwe Open University.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33,83-104.
Coleman, J. S. (1997). Family, school and social capital. In L. J. Saha (Ed.), International encyclopedia of the sociology of education (pp. 623–625). Oxford, England: Pergamon.
Crawford, P.A., &Zygourias-Coe, V. (2006). All in the family: Connecting home and school with family literacy. Early Childhood Education Journal, 33 (4), 261-267.
Colombo, M. (2006). Building school partnerships with culturally and linguistically diverse
Davis-Kean, P.E. &Eccles, J.S. (2005). Influences and challenges to better parent-school collaborations. In E.N. Patrikakou, R.P. Weissberg, S. Redding, & H.J. Walberg (Eds.) School-Family Partnerships for Children’s Success (pp. 57-73). New York, NY: Teachers College Press.
Davies, D. (1991). Schools reaching out: Family, school, community partnerships for student success. Phi Delta Kappan, 72, 376-382.
Desforges, C., Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. (Research report No 433 Department for Education and Skills). Downoaded from http://www.dfes.gov.uk/research/data/uploadfiles/RR433.doc
Delgado‐Gaitan, C. (2004). Involving Latino families in schools: Raising student achievement through home‐school partnerships. Thousand Oaks, CA: Corwin.
DfES, (2003) The impact of parental involvement on children’s education. Leaflet for Teachers. London: Department for Education and Skills
Diamond, J.B. & Gomez, K. (2004). African American parents’ educational orientations: The importance of social class and parents’ perceptions of schools. Education and Urban Society, 36, 383-427.
Drummond, K.V. &Stipek, D. (2004). Low-income parents’ beliefs about their role in children’s academic learning. The Elementary School Journal, 104(3), 197-213.
Duhaney, L. G. M. & Spencer, J. S. (2000). Parental Perceptions of Inclusive Educational Placements. Remedial and Special Education ,21(2), 121–29.
Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568-587.
Education Secretary’s Policy Circular Number 12. (1987). Harare, Zimbabwe: Author.
Epstein, J. L. (2001). School, family and community partnerships: Preparing educators and improving schooling. Boulder, CO: West view.
Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In M. Hallinan (Ed.), Handbook of sociology of education (pp. 285-306). New York: Plenum.
Fan, X., and M. Chen. 2001. Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review,13(1), 1–22.
Ferguson, D., Galindo, R. (in revision). Improving family/school linkages through inquiry and action: Reports from 16 schools in two states. School and Community Journal, http://www.nl.edu/dse/2007/docs/Ferguson.International%20trends%20in%20inclusive%20education.pdf
Gallagher, P.A., Floyd, J. H., Stafford, A. M., Taber, T.A., Brozovic, S.A., & Alberto, P. A.
Government of Botswana (1994). The Revised National Policy On Education: Government Paper Number 2 of 1994. Gaborone: Government Printer.
Grant, K. B., & Ray, J. A. (2010). Home, school, and community collaboration: Culturally
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling:
Harris, A. & Goodall, J. (2007). Engaging parents in raising achievement. Do parents know they matter? Retrieved3/10/07 from
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta analyses relating to achievement. London: Routledge.
Haynes, N. M., Comer, J. P., & Hamilton-Lee, M. (1989). School climate enhancement through parental involvement. Journal of School Psychology, 27, 87-90.
Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.
Henderson, A. T., &Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Henrich, C. &Gadaire, D. (2008). Head Start and parental involvement. Infants and Young
Hill, N.E., Tyson, D.F., &Bromell, L., (2009) Parental involvement during middle school: Developmentally appropriate strategies across ethnicity and socioeconomic status. In N.E. Hill & R.K. Chao (Eds.) Families, Schools, and the Adolescent: Connecting Research, Policy, and Practice (pp. 53-72). New York, NY: Teachers College Press.
Hoover–Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., &Closson, K. E. (2005). Why do parents become involved? Elementary School Journal, 106(2), 105–130.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s educations? Review of Educational Research, 67(1), 3-42.
Hoover-Dempsey, K.V., & Sandler, H.M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97, 310-331
Hunt, P., Goetz, L., & Anderson, J. (1986). The quality of IEP objectives associated with placement on integrated versus segregated school sites. The Journal of the Association for Persons with Severe Handicaps, 11, p 125-130.
Huss-Keeler, R. L. (1997). Teacher perception of ethnic and linguistic minority parental involvement and its relationships to children’s language and literacy learning: A case study. Teaching and Teacher Education, 13, 171-172.
Individuals with Disabilities Education Act of 1990, P.L. 101-476, 20 U.S.C. § 1400et seq.
Jenkins, J. R., Odom, S., &Speltz, M. L. (1989).Effects of social integration of preschool children with handicaps. Exceptional Children, 55, 420-428.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, p42-82.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237-29.
Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35, 202-218.
Kanhukamwe O, Madondo C (2003). Adapted Physical Education and Sport for people with disabilities. Module PES 204/ SPED 302. Harare: Zimbabwe Open University.
Lawal. A. (1999). Patterns of intra-family activities among three socio-economic types of homes. Literacy and Reading in Nigeria 8(1&2), 13-22.
Lawson, M. A. (2003). School‐family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133.
Levy, S., Kim, A., & Olive, M. L. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21(1), 55-62.
Lewis, A.E., and T.A. Forman. (2002). Contestation or collaboration? A comparative study of home–school relations. Anthropology and Education Quarterly , 33, 60–89.
Li, G. (2006). What do parents think? Middle-class Chinese immigrant parents’perspectives on literacy learning, homework, and school-home communication. The School Community Journal, 16, 25-44.
Lord, C., & Hopkins, J. M. (1986). The social behaviour of autistic children with younger and same-age non-handicapped peers. Journal of Autism and Developmental Disorders, 16, 249-262.
Masten, A. S., &Coatsworth, J. D. (1998). The development of competence in favorable and
McLeskey, J., Henry, D., & Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Children, 31, 60-64.
Marchant, C. (1995). Teachers' views of integrated preschools. Journal of Early Intervention, 19, 61-73.
Nziramasanga Report (1999). Report on the Presidential Commission Of Inquiry into Education and Training. Harare: Ministry of Education,Sport and Culture
Olivos, E. (2006). The power of parents. New York, NY: Peter Lang.
Oyetunde. T.O (1999). Reading development and improvement in primary schools: The roleof parents and teachers. Paper presented at the speech and prize-giving day of Alheriprivate school, Jos.
Palmer, D. S., Fuller, K., Arora, T. & Nelson, M. (2001) ‘Taking sides: Parents’ views on inclusion for their children with severe disabilities. Exceptional Children, 67 (4), 467–484.
Paulson, S. E. (1994). Relations of parenting style and parental involvement with ninth-grade students’ achievement. Journal of Early Adolescence, 14, 250-267.
Pérez Carreón, G., Drake, C., & Calabrese Barton, A. (2005). The importance of presence: Immigrant parent’s school engagement experiences. American Educational Research Journal, 42(3), 465-498.
Pijl, S. J., Nakken, H. & Mand, J. (2003) Lernen im integrativen Unterricht. Eine Übersicht über die Auswirkungen von Integration auf die Schulleistung von Schüler/innen mit Sinnesbehinderungen, Körperbehinderungen und/oder geistigen Behinderungen, Sonderpädagogik, 33, 18–27.
Pomerantz, E. M., Moorman, E. A., &Litwack, S. D. (2007).The how, whom, and why of
Rafferty, Y., Boettcher, C., & Griffin, K. (2001). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. Journal of Early Intervention.24 (4), 266-286.
Redding, S. (2002). Alliance for Achievement: Building a school community focused on learning. Philadelphia, PA: Mid Atlantic Lab for Student Success
Ritter, P. L., Mont-Reynaud, R., &Dornbusch, S. M. (1993). Minority parents and their youth: Concern, encouragement, and support for school achievement. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 107-119). Albany, NY: SUNY Press.
Ryndak, D. L. & Downing, J. E., Jacqueline,L. R., & Morrison, A. P. (1995). Parents’ perceptions after inclusion of their children with moderateand severe disabilities. Journal of theAssociation for Persons with Severe Handicaps, 220, 147-157.
Salend, S.J., &Duhaney, L.G. (1999). The impact of inclusion on students with and without
Sasso, G., & Rude, H. A. (1988). The social effects of integration on non handicapped children. Mental Retardation, 23, 18-23.
Scheepstra, A. J. M., Nakken H. & Pijl, S. J. (1999). Contacts with classmates: the social position of pupils with Down’s syndrome in Dutch mainstream education, European Journal of Special Needs Education, 14, 212–220.
Sheldon, S.B. & Hutchins, D.J. (2011). Summary 2010 update data from schools in NNPS. Baltimore, MD: Johns Hopkins University.
Sheldon, S.B. & Epstein, J.L. (2005). Involvement counts: Family and community partnership and mathematics achievement. The Journal of Educational Research, 98(4), 196-206.
Sheldon, S. B. (2003). Linking school-family-community partnerships in urban elementary schools to student achievement on state tests. Urban Review, 35(2), 149-165.
Simon, B.S. (2004). High school outreach and family involvement. Social Psychology of Education, 7, 185-209.
Singh, K., Bickley, P.G., Trivette, P.S., Keith, T.Z., Keith,P.B., & Anderson, E. (1995). The
Siu-Chu, H. O., &Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, 126-141.
Slavin, R. E. (1990). General education under the Regular Education Initiative: How must it change? Remedial and Special Education, 11(3), 40-50.
Steinberg, L., Elman, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60, 1424-1436.
Sy, S. R. (2006). Rethinking parent involvement during the transition to school: A focus on Asian American families. The School Community Journal, 16, 107-125.
Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academicsocialization: Understanding parental influences on children’sschool-related development in the early years. Review of General Psychology, 8(3), 163–178.
United Nations Educational, Scientific and Cultural Organization, (2002a). The Dakar framework for action. Paris: Author.
Van der Westhuizen, P. C. and Mosoge, M. J. (2001) ‘Optimising Parental Involvement in School Activities: Problems Facing Principals’, South African Journal of Education, 21(3), 190-195.
Vislie, L. (2003). From integration to inclusion: focusing global trends and changes in Western European societies, Journal of Special Needs Education, 18, 17–35.
Walker, J.M.T., Wilkins, A.S., Dallaire, J.R., Sandler, H.M., & Hoover-Dempsey, K.V. (2005). Parental involvement: Model revision through scale development. Elementary School Journal, 106(2), 85-104.
Weiss, H. B., Caspe, M., & Lopez, M. E. (2006). Family involvement in early childhood education. Cambridge, MA: Harvard Family Research Project.
Winnick J.P. (2000). Adapted Physical Education and Sport. Champain, IL: Human Kinetics.
Wu, S. J. (2001). Parenting in Chinese American families. In N.B. Webb (Ed.). Culturally diverse parent-child and family relationship: A guide for social workers and other practitioners (pp. 235-260). New York: Columbia University Press.
Yan, W. & Lin, Q. (2005). Parent involvement and mathematics achievement: Contrast across racial and ethnic groups. The Journal of Educational Research, 99(2), 116-127.
York, J., &Tundidor, H. (1995). Issues raised in the name of inclusion: Perspectives of educators, parents, and students. Journal of the Association for Persons with Severe Handicaps, 20, 31-44.
Zellman, G. L., & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. Journal of Educational Research, 91, 370-380.