Parent Perceptions of Inclusion in the Development of District Community Schools

Kristin Vogel-Campbell ()
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Kristin Vogel-Campbell: CoFusion Group, Hayward, CA 94542, USA

Social Sciences, 2025, vol. 14, issue 3, 1-16

Abstract: During the 2023–2024 school year, a school district in Northern California was in its second year of implementing community schools at five elementary sites. District leadership strived to better understand families’ views and definitions of inclusion. Twelve listening sessions were held with target schools’ parents, families, and caregivers. Participants in the sessions emphasized that inclusion should be a mutual, universal process that fosters a sense of belonging. Concerns were expressed about how students in Special Day classes are excluded from their general education peers, with a call for increased inclusion in general education. Positive experiences included after-school programs, language representation, and awareness initiatives. The observed benefits of inclusion ranged from increased community engagement and positive updates to a joyful environment, academic and social development, enhanced parental involvement, confidence, and the promotion of understanding and empathy. Identified challenges included class size concerns, lowered expectations in Special Day classes, language barriers, funding disparities, and insufficient training for staff working with students with disabilities. Recommendations for improving inclusive practices involved providing enhanced parent information, advocating for smaller class sizes, ensuring highly trained paraprofessionals, and ongoing professional development on inclusion and Universal Design for Learning.

Keywords: community schools; parent engagement; inclusion; parent voice; special education; culturally and linguistically diverse families (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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