Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

Abstract

Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent–school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children’s academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent–school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child’s situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child’s specific needs and plan complex habilitation/rehabilitation. To sum up, a parent–educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.

The Importance of Student-Teacher Relationship in Romanian SEN Schools Among Hungarian Minorities

“…While the sample size of N=60 was relatively small, the analysis of the data is valuable since it provides insight into the educational/developmental processes. The studied data provide an accurate portrayal of the current situation in Romania, both in terms of the difficulties and challenges they confront and the challenges they are attempting to address (Dan et al, 2023). The problems are numerous, but teachers could be more effective in promoting the interests of parents and students in a more accepting society through acceptance and support.…”

Parental Assistance with Assignments – Types of Parental Involvement in Homework

“…The results highlighted the important elements of the parent-school relationship, such as communication practices, active inclusion programmes, support services and adoption plans. The research suggests that parent-teacher teamwork can lead to more successful educational and health outcomes, as well as a more accepting social image in cognitive, emotional, and social development as stated by Dan et al (2023).…”

“…Family background clearly plays an important role in children's school life, behavior, and academic performance (Engler et al, 2021). Schools, homes, and communities are the main contexts in which children learn, and the cooperation of those involved in these environments benefits children's learning and development (Epstein, 1987(Epstein, , 2011Sheldon, 2009, Dan et al, 2023. Students are more likely to achieve academic success when their home environment is supportive (Henderson & Berla, 1994;Eliason & Jankins, 2003;Sanders & Sheldon, 2009).…”

“…It is unclear what influence parents have on children's health behaviours, particularly physical activity, and nutrition, as these are two of the most important factors in preventing obesity (Kovács et al, 2022). The aim of the study by Dan et al (2023) is to explore the place of the parent-school relationship in the context of a special education institution in Romania. Involving special education, teachers analysed the school engagement of parents of students with special educational needs in Bihor County, Romania.…”

The Dimensions of Parent-School Partnership

“…As members of the MTA-DE-Parent-Teacher Cooperation Research Group, they continued their inevitable research on parent involvement and have published a number of papers discussing several areas of the topic. The examined sub-topics include father involvement (Csák, 2023;Csák & Fényes, 2023), school support staff in family-school partnership (Csók & Pusztai ,2022;, special needs students and their families Dan et al, 2023;, denominational schools, religion as a supportive factor (Pusztai, Bacskai & Morvai, 2021;Pusztai, Róbert & Fényes, 2022), sport and health programs , social capital from families in higher education Hrabéczy & Csók, 2023), and volunteering (Kocsis et al, 2022).…”