“A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education


Çelik S., Tomris G.

CHILDREN AND YOUTH SERVICES REVIEW, vol.163, pp.1-10, 2024 (SSCI)

  • Publication Type: Article / Article
  • Volume: 163
  • Publication Date: 2024
  • Doi Number: 10.1016/j.childyouth.2024.107700
  • Journal Name: CHILDREN AND YOUTH SERVICES REVIEW
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index, Social services abstracts, Sociological abstracts
  • Page Numbers: pp.1-10
  • Eskisehir Osmangazi University Affiliated: Yes

Abstract

Abstract

The aim of the current study was to explore and describe preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. We depended on descriptive phenomenological qualitative research and conducted focus group discussions with 24 preschool teachers. Theoretical thematic analyses have yielded five themes: (1) the components of home-school collaboration, (2) the vital role of parent and teacher involvement, (3) the contributions of collaboration, (4) the challenges from microsystem to macrosystem, and (5) suggestions and solutions. An effective home-school collaboration contributes significantly to the development and learning of children with special needs. However, many challenges still await solutions for a quality collaboration which has complex nature. The bioecological systems theory is a well-known theory that can guide the collaborative practice of many professionals and policy makers.