“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, cilt.163, ss.1-10, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 163
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1016/j.childyouth.2024.107700
  • Dergi Adı: CHILDREN AND YOUTH SERVICES REVIEW
  • Derginin Tarandığı İndeksler: 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
  • Sayfa Sayıları: ss.1-10
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

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.