REDUCING THE GAP IN INCLUSIVE PRACTICE. USING SCHOOL AND FAMILY COLLABORATION TO INCREASE STUDENT ACHIEVEMENT
Abstract
Inclusion for people with special needs and disabilities is globally recognized as a priority. The purpose of this article is to emphasize reducing the gap in all educational contexts of Special and Inclusive Education through using School and Home Collaboration to Increase Student Achievement. This is a literature review on best collaboration practices and highlights about the importance of acceptance of the child with a disability by parents and teachers. This theoretical and applicable framework is intended to provide a tool for inclusion in action. Through this work, we aim to help build capacity and skills to create strong partnerships with families and teachers that make everyone feel respected and empowered in an inclusive education and learning process. Practical implications: The call for supporting teachers’ professional development in engaging with families still applies today (Willemse et al., 2018). The study emphasizes the need for continuous support to all - teachers and families. It promotes one model called “ACCESS” (https://steinhardt.nyu.edu/ihdsc/path-program/path-perspectives/how-build-strong-family-school-partnerships) as a quick guide on inclusion in action using school and families collaboration.
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DOI: http://dx.doi.org/10.46827/ejse.v11i1.5876
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