HOME–SCHOOL COLLABORATION IN ASSESSMENT, PLACEMENT, AND INDIVIDUAL EDUCATION PLAN DEVELOPMENT FOR CHILDREN WITH SPECIAL EDUCATION NEEDS IN MACAO: THE VIEWS OF PARENTS

Abstract

THE AIM OF THIS STUDY WAS TO EXPLORE HOME–SCHOOL COLLABORATION IN THE AREAS OF ASSESSMENT, PLACEMENT, AND INDIVIDUAL EDUCATION PLAN (IEP) DEVELOPMENT FOR CHILDREN IDENTIFIED WITH DISABILITIES OR SPECIAL EDUCATIONAL NEEDS (SEN) IN MACAO. DESPITE THE NOTED BENEFITS OF PARENT–SCHOOL PARTNERSHIPS FROM PRIOR RESEARCH, MINIMAL RESEARCH HAS BEEN CONDUCTED FROM THE PERSPECTIVE OF PARENTS OF CHILDREN WITH SEN TO EXAMINE WHETHER THESE PARTNERSHIPS MATERIALIZE IN THE CONTEXT OF MACAO. PARTICIPANTS INCLUDED 115 PARENTS OF SCHOOL-AGED CHILDREN DIAGNOSED WITH SEN. THEY PROVIDED DEMOGRAPHIC INFORMATION AND COMPLETED A 36-ITEM QUESTIONNAIRE DERIVED FROM TWO VALIDATED INSTRUMENTS. THE RESEARCH IDENTIFIED A RANGE OF FACTORS WHICH HINDER PARENTAL INVOLVEMENT IN DECISION-MAKING AND IN THE INCLUSION OF CHILDREN WITH SEN IN OPTIMAL WAYS IN MACAO SCHOOLS. PARENTS INDICATED THEY WERE NOT RECEIVING RELEVANT INFORMATION AND ASSESSMENT FEEDBACK FROM THE TEACHERS||THEY WERE MINIMALLY INVOLVED IN THE IEP PROCESS, AND THEIR CHILDREN WERE NOT RECEIVING ONE-TO-ONE SUPPORT, REGARDLESS OF THE TYPE OF PLACEMENT. PARENTS ALSO UNDERLINED ISSUES RELATED TO THE TIMING OF ASSESSMENT PROCEDURES. PARENTS OF CHILDREN ATTENDING SPECIAL CLASSES IN REGULAR SCHOOLS VOICED MORE SATISFACTION WITH SUPPORT PROVISION THAN PARENTS OF CHILDREN FOLLOWING THE FULL INCLUSION MODEL. RECOMMENDATIONS ABOUT HOW SERVICES COULD BE IMPROVED FOR GREATER PARENTAL INVOLVEMENT ARE DISCUSSED.  KEY WORDS: PARENTAL INVOLVEMENT, SCHOOL–FAMILY COLLABORATION, INCLUSION, SPECIAL EDUCATIONAL NEEDS, MACAO, INDIVIDUAL EDUCATION PLANS, IEP