Teacher-facilitator-parent relationships with regards to special educational needs in primary schools

Abstract

Parents participation in their children's education is regarded as essential in the inclusion of children with special needs in mainstream classrooms. Parents have struggled for their rights as equal partners with teachers and facilitators in decision-making about assessment, placement, educational support, and learning. This study aimed at investigating the different types of relationships that exist between teachers. facilitators, and parents in Maltese primary schools. A sample of five children with Down's Syndrome attending five different primary schools was identified. Data consisted of observations in the school and semi-structured interviews with parents. teachers, and facilitators. No evidence is found of staff-parent partnership in education. Parents' major role was that of information-givers. School staff attitudes affected parental presence in the school and, consequently, their involvement in the children's education. All parents called for more collaboration with teachers and facilitators, and for opportunities to observe the children in class or to plan their programmes. Teachers gave priority to their authority and professional status. Children's needs were mainly the concerns of facilitators: teachers were rarely involved in these children's learning. Good relations were ensured by the parents trusting their children's education in the hands of school staff. The findings suggest that more involvement by parents in their children's education can only be achieved through appropriate preparation from teachers, facilitators, and parents.