A Phenomenological Study of Collaboration between Parents and Teachers of Students with Special Needs: A Basis for Developing School-Based Training Programs
Creators: name: Estrada, Jonalyn
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 390411
subject: Special education and disability

description: Purpose: This study aims to explore and understand the components and strategies that facilitate effective collaboration between parents and teachers in the context of special needs education. While existing research has demonstrated the benefits of such collaboration, there is a need for deeper insight into the lived experiences of parents and teachers to identify practical approaches that foster meaningful partnerships. This research contributes to the field by providing a detailed examination of these interactions from the perspectives of the individuals directly involved, enhancing our understanding of how collaboration can be improved within educational settings to better support students with special needs.Methods: A hermeneutic phenomenological approach was employed to gather qualitative data from participants, focusing on the lived experiences of parents and teachers engaged in collaboration. This approach was selected because it allows for an in-depth exploration of the subjective meanings and interpretations that participants assign to their experiences. Data were collected through semi-structured interviews with 12 parents and 10 teachers who were actively involved in the education of students with special needs. The participants were selected through purposive sampling to ensure that they had direct experience with collaboration in special needs education.The interviews were conducted in person or via video conference, depending on participant preference, and each interview lasted approximately 45 minutes. The interviews were transcribed verbatim, and the transcripts were analyzed using qualitative data analysis software (NVivo) for coding and thematic analysis. Manual coding techniques were also employed to ensure accuracy, with intercoder validation conducted to ensure consistency and reliability of the findings.Ethical Considerations: This study adhered to ethical standards set forth by the university’s Institutional Review Board (IRB). All participants were informed of the study's objectives, and written consent was obtained before data collection. Confidentiality was maintained by assigning pseudonyms to all participants, and any personally identifiable information was securely stored and only accessible to the research team. Participants were assured that they could withdraw from the study at any time without any negative consequences.Results: The findings reveal several key components critical for effective collaboration between parents and teachers. These include clear communication, mutual respect, shared decision-making, and collaborative problem-solving. These elements were identified as foundational in creating an environment where both parents and teachers feel empowered to contribute to the educational success of students with special needs. The data also highlighted the importance of regular, structured communication channels, such as scheduled meetings and progress updates, to ensure continuous engagement between parents and teachers.Implications: The results of this study have significant implications for educators, policymakers, and researchers. The study suggests that schools should invest in professional development programs that teach collaboration skills to both teachers and parents. Additionally, creating structured systems for regular communication and joint decision-making could improve the effectiveness of educational strategies for students with special needs. By fostering collaboration, schools can create more inclusive educational environments that better support the individual needs of students and promote their holistic development.Additional Materials: Appendices include the interview protocol, a description of the data analysis process, and supplementary findings that elaborate on specific challenges faced by parents and teachers in their collaborative efforts.This research provides valuable insights into the dynamics of collaboration in special needs education and offers practical strategies for improving these relationships to enhance the educational experiences and outcomes of students with special needs.