Implementation of inclusive education: do parents really matter?

Abstract

It has long been ascertained that the application of a family centered perspectives to learning 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 reviews 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 families of learners with special needs might have on their learning, and look at earlier studies relating to the 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 partnership in inclusive settings. Finally, findings revealed parents as social actors whose involvement is related to positive outcomes of learners with exceptional needs in inclusive settings

Odavno je ustanovljeno da porodično orijentisano učenje pred stavlja pozitivnu strategiju u implementaciji inkluzivnog obrazo vanja širom sveta. Pored toga, istraživanja su potvrdila da je smis leno angažovanje roditelja navažniji faktor uspešne inkluzije. Ovaj rad kritički istražuje i prikazuje naučnu literaturu o značaju i koristi angažovanja porodice u implementaciji inkluzivnog obrazovanja. Cilj rada je da proširi naša znanja o ključnoj ulozi koju uključivanje porod ica učenika sa posebnim potrebama može imati u njihovom učenju, kao i da se osvrne na prethodna istraživanja uticaja roditeljskog angažovanja u inkluziji. Takođe, posebna pažnja je posvećena tome kako kultura, etnička pripadnost, socio-ekonomski status, i karakter istike porodice utiču na nivo odnosa između škole i roditelja u inkluz ivnom okruženju. Rezultati ukazuju na roditelje kao društvene aktere čije je angažovanje povezano sa pozitivnim rezultatima učenika sa posebnim potrebama u inkluzivnom okruženju.