Parent Involvement in Inclusive Primary Schools in New Zealand: Implications for Improving Practice and for Teacher EducationReport as inadecuate




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International Journal of Whole Schooling, v6 n1 p27-38 2010

A critical factor in the success of inclusive schools is effective parent involvement in the education of children with special educational needs. This article reports the results of a survey of the practice of parent involvement in inclusive primary schools in a large city in New Zealand. Interviews were conducted with 21 primary school principals using a schedule which focused on eleven aspects of parent involvement. Analysis of data from the interviews identified several common weaknesses in provision for parent involvement in the schools. Implications for improving the practice of parent involvement in inclusive primary schools and for teacher education in parent involvement are discussed.

Descriptors: Parent Participation, Urban Schools, Parent School Relationship, Foreign Countries, Inclusive Schools, Elementary Schools, Teacher Education, School Effectiveness, Special Needs Students, Interviews, Principals, Administrator Attitudes, Ethnic Diversity, School Policy, Parent Teacher Cooperation

Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling[at]twmi.rr.com; Web site: http://www.wholeschooling.net





Author: Hornby, Garry; Witte, Chrystal

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1129&id=EJ872439







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