Summary and conclusion this chapter has discussed the

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Summary and Conclusion This chapter has discussed the organizational aspects of schools that are important in ensuring effective inclusive special education . The focus has been on practical components of school organization, issues of school policy, and school-wide evidence-based strategies that are all necessary in ensuring the best possible education for all children with SEND. The next chapter focuses on strategies for working effectively with parents of children with SEND. 102 5 Organization of Schools for Inclusive Special Education
Chapter 6 Working with Parents of Children in Inclusive Special Education Introduction The chapter begins with a rationale for the importance of parental involvement in terms of benefits to children with SEND, their families, and the schools that they attend. A model for effective parental involvement in mainstream and special schools is then presented which focuses on meeting parents’ needs for support and utilizing their potential contributions. Emerging from the model is a list of key questions that schools can use to audit their provision for working with parents and families. Findings from a survey of schools in New Zealand using the key questions are presented to highlight critical areas of parental involvement needing develop- ment in schools implementing inclusive special education . Finally, an overview of strategies for working effectively with parents of children with SEND is presented. An important challenge for teachers in mainstream or special schools is collab- orating effectively with parents of children with SEND. The necessity of involving parents in order to improve educational outcomes for all children has been recog- nized by governments in many countries around the world. Parental involvement is typically defined as “ . . . parental participation in the educational processes and experiences of their children” (Jeynes 2007, p. 83). There is now considerable support for the importance of parental involvement in the education of their children across all age groups, abilities and disabilities, as well as the various cultures and communities in which children grow up. The effectiveness of parental involvement in facilitating children’s academic achievement has been reported by many reviews and meta-analyses of the now extensive international literature on this topic (Cox 2005; Desforges and Abouchaar 2003; Fan and Chen 2001; Henderson and Mapp 2002; Jeynes 2007; Pomerantz et al. 2007). There are also other benefits of parental involvement that emerge from these reviews that focus on teachers, children, and parents. For teachers, effective parental involvement is reported to improve parent-teacher relationships, teacher morale, and school climate. For children, involvement of their parents is reported to © Springer Science+Business Media New York 2014 G. Hornby, Inclusive Special Education , DOI 10.1007/978-1-4939-1483-8_6 103
lead to improvements in attitudes, behavior, and attendance at school, as well as in their mental health. For parents, involvement in their children’s education has been

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