Parents are concerned individuals who only want to make sure that their children meet the necessary education and care possible. They will want to have constant information and involvement in their children’s activities thus it is recommended that they are encouraged and welcomed to do so (Westwood, 2003, p. 26). To keep them outside the school’s doors would inspire panic and anxieties with the parents. Inclusion for the Special Education students will not be successful if parents would not be allowed to be come collaborators in the school and allowed to be heard with regards to their opinions, perspectives, knowledge and skills that will be utilized and held with importance by the school staff (Deppeler, Harvey and Loreman, 2005, p. 5). Parents are very concerned of issues that specifically concern disabled children such as the rampant label identification. Many parents see it as a necessary way to better meet the special needs of the children while some would think it’s a hindrance to the total inclusion and regularization of the children (p. 24). Parents want to be the front seat in observing the progress of their children when included in school environments. They are also concerned in receiving constant student progress from the school either through reports or constant discussion meetings (p. 70). The parent-school relationship needs to be present with the teachers working closely in acquiring information from the parents as they are a source of support and information. At the same manner, the parents want the teachers to similarly provide them information on the progress.
Parents want to be able to make decisions about where to place their children, what school and what curriculum. They must have the right to make sure that the child has the appropriate care and services. They also want to be treated as co-teachers with their preferences being respected. They want to be there in the school space as active participants (Deppeler, Harvey and Loreman , 2005, p. 104).
What teachers must recognize is that Parents have their own mindset and idea of what kind of learning their children needs. They have their own vies on how to properly educate them in a way that the school may not know about if they do not cooperate or participate with the children. Tess Bennett and Nancy Hertzog (2004) emphasize that the history of Special Education would not be as progressive if the parents are not along the tracks. Parents want to be able to share some responsibility and would want to be convinced that they are also part of their children’s learning process. Bennett and Hertzog also found out that parents want to work with other parents especially with regards to problem discussion and learning experiencing as well as sharing resources.
The parents are so enthusiastic in taking part that they offer their voluntary involvement in schools especially in the elementary and middle school level. These are among the many other ways to be physically present and involved in school activities. They want to be able to spend learning time with children which may be done so with reading with them, family trips and recreational activities. They also conduct their own researches through the library and the Internet so they can be truly tuned in with regards to the learning and growth needs of the children (Bennett and Herzog, 2004). Sometimes they see that the school efforts are not enough so they make their own efforts.
References:
Bennett, T. and Hertzog, N.B., 2004, In Whose Eyes? Parents Perspectives on the Learning needs of Their Gifted Children. Roeper Review, vol 26., no 6, p. 96+.
Deppeler, J. Harvey, D. Loreman, T. 2005. Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom. N.S.W.: Allen & Unwin.
Westwood, P. 2003. Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom. New York, RoutledgeFalmer.
Credit:ivythesis.typepad.com
0 comments:
Post a Comment