A comparison in the perception of parents and teachers on the collaborative partnerships in special education

• Main Author: Chen, I-Min (Emily)
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Perception; Special education; Parent-teacher relationships; Partnership; Gifted Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2930
• Institution: De La Salle University

This study investigates the perception of teachers and parents of the four national schools in relation to parent-teacher collaborative partnership in Special Education. Respondents consisted of 76 teachers and 62 parents from the four national special schools. A devised questionnaire validated by experts was utilized in the study. To analyze obtained data, the study employed the frequency distribution, percentages, mean and the t-test. The similarities in the perception of parent and teacher respondents imply that both groups recognize their roles and responsibilities in the education of exceptional children. Respondents also indicate that they could work collaboratively and engage in programs and activities that will help develop the capabilities and skills of children.Findings indicate that : 1. Parents are fully aware of their roles and responsibilities in SPED schools where their children are enrolled. 2. Teachers are moreover knowledgeable about their responsibilities and functions as SPED teachers. 3. Parents and teachers signify willingness to cooperate with each other to achieve goals for students. 4. Both groups of respondents recognize that collaboration is highly important in SPED schools. It is recommended that the schools must provide opportunities for collaboration between teachers and parents.