“A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education

S. Çelik and G. Tomris

Children and Youth Services Review, 2024, vol. 163, issue C

Abstract: The aim of the current study was to explore and describe preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. We depended on descriptive phenomenological qualitative research and conducted focus group discussions with 24 preschool teachers. Theoretical thematic analyses have yielded five themes: (1) the components of home-school collaboration, (2) the vital role of parent and teacher involvement, (3) the contributions of collaboration, (4) the challenges from microsystem to macrosystem, and (5) suggestions and solutions. An effective home-school collaboration contributes significantly to the development and learning of children with special needs. However, many challenges still await solutions for a quality collaboration which has complex nature. The bioecological systems theory is a well-known theory that can guide the collaborative practice of many professionals and policy makers.

Keywords: Home-school collaboration; Inclusive; Inclusion; Mainstreaming; Preschool teachers (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:163:y:2024:i:c:s019074092400272x

DOI: 10.1016/j.childyouth.2024.107700

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