Page 181 - Petelin, Ana, et al. Eds. 2019. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Zbornik povzetkov z recenzijo / Book of Abstracts. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 181
lusion of Children with Special Needs: otrok in mladostnik – okolje | child and adolescent - environment
Collaboration with Parents
Lea Šuc
University Rehabilitation Institute Republic of Slovenia – Soča, Linhartova 51, 1000
Ljubljana, Slovenia
Introduction: Inclusion of children with special needs into regular school pro-
grams is a complex process. Therefore, good collaboration needs to be estab-
lished between different experts and the child's family. The aim of our study
was to explore the experience of teachers and occupational therapists in Slo-
venia with collaboration with parents.
Methods: This was a qualitative study that included six focus groups (n = 36)
and in-depth interviews with teachers (n = 12) as well as interviews with occu-
pational therapists (n = 9) who worked with children with special needs. The
interviews were analyzed using qualitative content analysis.
Results: A paradigmatic model emerged from the analysis of the interviews
with the teachers. It included the category “collaboration with parents”. We
identified both positive and negative aspects of interactions with parents. Im-
portant for the collaboration were information exchange, consistency, and
routine. Active involvement from the parents often supported collaboration
and inclusion. Occupational therapists reported that usually, they got involved
because the parents wanted them to. Parents acted as “gatekeepers” and ena-
bled the necessary adaptations of the environment.
Discussion and Conclusions: Collaboration was most efficient when teachers,
external experts, and parents worked as a team. It is essential to find ways
that could improve the collaboration between parents of children with special
needs, the school, and other professionals.
Keywords: children with special needs, inclusion, parents, teachers,
occupational therapists
179
Collaboration with Parents
Lea Šuc
University Rehabilitation Institute Republic of Slovenia – Soča, Linhartova 51, 1000
Ljubljana, Slovenia
Introduction: Inclusion of children with special needs into regular school pro-
grams is a complex process. Therefore, good collaboration needs to be estab-
lished between different experts and the child's family. The aim of our study
was to explore the experience of teachers and occupational therapists in Slo-
venia with collaboration with parents.
Methods: This was a qualitative study that included six focus groups (n = 36)
and in-depth interviews with teachers (n = 12) as well as interviews with occu-
pational therapists (n = 9) who worked with children with special needs. The
interviews were analyzed using qualitative content analysis.
Results: A paradigmatic model emerged from the analysis of the interviews
with the teachers. It included the category “collaboration with parents”. We
identified both positive and negative aspects of interactions with parents. Im-
portant for the collaboration were information exchange, consistency, and
routine. Active involvement from the parents often supported collaboration
and inclusion. Occupational therapists reported that usually, they got involved
because the parents wanted them to. Parents acted as “gatekeepers” and ena-
bled the necessary adaptations of the environment.
Discussion and Conclusions: Collaboration was most efficient when teachers,
external experts, and parents worked as a team. It is essential to find ways
that could improve the collaboration between parents of children with special
needs, the school, and other professionals.
Keywords: children with special needs, inclusion, parents, teachers,
occupational therapists
179
