Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Abstract

There are few investigations of the involvement of parents of children with special needs (SN) in relation to the various disabilities of the children and their potential effect on teachers' attitudes towards the parental involvement (PI) in school and in the inclusion process. In a research conducted among 138 Israeli special and regular education teachers involved in the education of children with three types of disability (complex disabilities, learning disabilities and attention deficit disorders and behavioral problems) it was found that teachers of pupils with complex disabilities (such as autism or motor disabilities) have more favorable attitudes toward PI in school than teachers of children with other types of disabilities. This difference was significant at level of attitudes toward parental involvement in decision-making in general and decision making regarding the individual educational programs (IEP) for SN children in particular.Significant differences were also found between the attitudes of teachers of pupils with behavioral problems to the other teachers regarding the contribution of PI to the SN pupil and its progress in school. The findings are discussed in the light of promoting school-parents' partnerships in Israel and in other countries.

Unveiling frustration: an exploration of principals' frustration in special education schools for complex disabilities

“…Students with complex and severe disabilities raise significant concerns for schools, requiring extensive support, highly individualized measures, and qualified teaching and care staff (Dell'Anna et al, 2022). Moreover, managing typically active parental involvement becomes an additional consideration for schools in this context (Alaluf and Rusu, 2019). Hence, the intricate responsibilities of principals in special education, both in general and particularly within the realm of complex disabilities (Dell'Anna et al, 2022), can result in feelings of frustration.…”

“…They are expected to meet rigorous standards for students, implement additional educational activities, and coordinate among diverse staff, including educators, mental health therapists, and para-medical teams (Gaziel et al, 2012). Further contributing to their stress is the need to navigate unique challenges related to parental involvement (Alaluf and Rusu, 2019;Oranga et al, 2022), extended working hours (DeMatthews et al, 2020) and excessive paperwork (Wong et al, 2017). This challenge, arising from the aspiration to foster vulnerable children with distinct needs (Dell'Anna et al, 2022), creates a unique landscape where frustration becomes intricately intertwined with their overarching dedication.…”

“…, 2012). Further contributing to their stress is the need to navigate unique challenges related to parental involvement (Alaluf and Rusu, 2019; Oranga et al. , 2022), extended working hours (DeMatthews et al.…”

Impact of the Education System on Social Development of People with Disabilities in Ukraine

“…Among the main problems, the Russian scientists point to the lack of qualified teachers ready to work in inclusive educational space and the socio-cultural reluctance of the society to implement inclusion (Husnutdinova, 2017); lack of a model of forming a positive attitude of teachers to inclusion (Yaraya, 2018), as well as the need of creating a common inclusive culture of the society (Chupanov, 2018). Israeli scholars draw clear parallels between the type of disability and inclusive education opportunities (Alaluf & Rusu, 2017). Mexican scholars say about the problem of visible acceptance and hidden stigmatization of people with disabilities (Vadillo, 2018;Reyes, 2019) and the need to unite of special and inclusive education.…”

Features of the structure of family relationships in organization of sports and recreational activities

“…It is the family that appears to be the major and sometimes the only environment shaping the lifestyle of a child with intellectual disabilities. Any educational center, either a secondary school or an adaptive sports school, as well as the family are significant institutions for correction, adaptation and socialization of a child with intellectual disabilities, and their competent interaction determines the efficiency of the child's balanced development [13,14,15] .…”