Research indicates that student achievement improves when parents are meaningfully involved in the life of the school (The School Effectiveness Framework, 2013). Holland and Pell (2018) illuminate some of the challenges between parent-teacher communication and the responsibilities that come with developing and maintaining these relationships. A study published in the British Journal of Special Education found that “in order for support to be improved, they needed to be actively listened to, and they highlighted the need for further empathy and emotional support, as well as access to better advice and information” (Holland and Pell, 2018, p.408). The Parent Involvement Committee provides a voice for parents at the local level and provisions for parent involvement.
I haven’t had the opportunity to explore the rights of parents until now and the following are some of the rights that I thought were most crucial when it comes to special education. The Universal Declaration of Human Rights of the General Assembly of the United Nations (2019) states [article 26 (3)] that “parents have the right to choose the kind of education that shall be given to their children”. They are encouraged to participate in their child’s learning and have the right to schedule regular meetings with the school staff and classroom teacher as well as participate in the development of the IEP. They also have the right to request, participate in, and appeal an IPRC.
In the case where parents choose not to exercise their rights or feel uncomfortable discussing their child’s exceptionality, I believe educators need to be willing to advocate for their students and design their classroom around their individual needs. This involves a solid understanding of different environmental, instructional and assessment strategies to meet the needs of all students.
References:
2013 School Effectiveness Framework - edu.gov.on.ca. (2013). Retrieved from http://edu.gov.on.ca/eng/literacynumeracy/SEF2013.pdf
Holland, J., & Pell, G. (2018). Children with SEND and the emotional impact on parents. British Journal of Special Education, 45(4), 392–411. doi: 10.1111/1467-8578.12240
Universal Declaration of Human Rights. (n.d.). Retrieved from https://www.un.org/en/universal-declaration-human-rights/
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