SUPPORTING INCLUSIVE EDUCATION: NEGOTIATING HOME-SCHOOL PARTNERSHIP IN SINGAPORE

While there has been growing theoretical and policy interest in the areas of homeschool partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its...

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Bibliographic Details
Published in:International journal of special education 2015-01, Vol.30 (2), p.119
Main Authors: Wong, Meng Ee, Ng, Zi Jia, Poon, Kenneth
Format: Article
Language:English
Subjects:
Barriers
Communication (Thought Transfer)
Community Support
Disabilities
Family School Relationship
Foreign Countries
Inclusion
Negotiations
Parents
Partnerships in Education
School Personnel
Secondary Schools
Semi Structured Interviews
Singapore
Special education
Students
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Summary:While there has been growing theoretical and policy interest in the areas of homeschool partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its nascent stage in Singapore, this study examines the different roles emerging from home and school as well as factors underpinning this partnership. Data was drawn from interviews with 13 parents and 30 school staff. Our findings indicate that home-school partnership is a work in progress that is continually subject to home and school dynamics. The expectations and perceptions of parents and educators must be taken into consideration if the partnership is to succeed and sustain. Support from the wider community creates a synergy which reinforces home-school partnership and increases the visibility of children with disabilities by turning a private concern into a shared societal issue.
ISSN:0827-3383
1917-7844