Engaging Families in the Education of Children with Special Needs: Challenges and Strategic Recommendations

Abstract

Despite the legal requirements for families to participate in the education of children with special needs, the implementation of these requirements is often inconsistent due to a lack of awareness among both families and educators. This study was conducted to critically examine the roles, challenges, and effective strategies for family involvement using Bronfenbrenner’s Ecological Systems Theory to explain the complex relationship between family and educational systems in supporting child development. Using a mixed-methods research design, this study combines quantitative data from a survey of 157 preschool teachers with qualitative data from in-depth interviews with 16 educators who have experience in inclusive classroom settings. Quantitative analysis showed no significant differences in the implementation of family involvement strategies based on teachers’ professional seniority or gender (p > 0.05). However, educators who implemented classroom adaptations for students with special needs showed higher levels of effective family involvement (p < 0.05). Qualitative findings identified significant barriers to family involvement, such as time constraints due to parents’ work commitments, socio-economic and educational disparities, and inadequate communication between families and schools. Educators proposed solutions, including flexible scheduling, targeted awareness initiatives, and enhanced collaboration among stakeholders to overcome these obstacles. The insights from this study are essential for policymakers, educators, and families working to create inclusive educational environments that effectively address the needs of children with special needs. Recommendations for future research include expanding the study to diverse geographic regions and educational levels and conducting a comprehensive examination of the long-term effects of family involvement on children’s academic and social outcomes, as well as on teachers’ professional development and satisfaction within inclusive education frameworks.