Teacher and Parent Collaboration in Supporting Inclusive Education: A Qualitative Approach in Inclusive Schools

Abstract

The success of inclusive education, which aims to provide equitable learning opportunities for all students, including those with special needs, relies heavily on the collaboration between teachers and parents. This study explores the dynamics of teacher-parent collaboration within inclusive schools using a qualitative approach. The research examines how effective communication, mutual understanding, and active participation between teachers and parents contribute to creating a supportive learning environment for students with diverse needs. Through in-depth observations in several schools, the study identifies key factors that facilitate or hinder effective collaboration. It reveals that strong teacher-parent partnerships can significantly enhance the academic and social development of students with special needs. However, challenges such as differing perspectives on educational approaches, time constraints, and limited knowledge of inclusive education principles often impede this collaboration. The findings underscore the importance of ongoing professional development for teachers and parents, as well as the implementation of effective communication strategies, to overcome these barriers. By fostering a collaborative culture, inclusive schools can better support the individual needs of all students, ensuring that each child reaches their full potential within an inclusive educational setting. This research contributes to the broader understanding of how collaborative practices in education can be optimized to promote inclusivity and equity in schools.