8/23/26, 11:02 AM Assessing Family and Community Partnerships in Special Education
Assessing Family and Community
Partnerships in Special Education
19 responses
Publish analytics
Demographics & Background
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Please select your primary stakeholder role:
19 responses
Parent / Guardian of a ch… 1 (5.3%)
1 (5.3%)
Parent / Guardian of a ty… 1 (5.3%)
1 (5.3%)
Regular Education Teacher 9 (47.4%)
9 (47.4%)
Special Education (SPE… 6 (31.6%)
6 (31.6%)
School Administrator / Su… 2 (10.5%)
2 (10.5%)
International Education O… 1 (5.3%)
1 (5.3%)
Regular Education Teach… 1 (5.3%)
1 (5.3%)
0.0 2.5 5.0 7.5 10.0
How many years of experience do you have with inclusive education Copy chart
settings?
19 responses
0–2 years 3 (15.8%)
3 (15.8%)
3–5 years 2 (10.5%)
2 (10.5%)
6–10 years 4 (21.1%)
4 (21.1%)
More than 10 years 10 (52.6%
10 (52.6%
0.0 2.5 5.0 7.5 10.0
Theme 1 – Family Involvement
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8/23/26, 11:02 AM Assessing Family and Community Partnerships in Special Education
1. To what extent do you agree with the following statement: Copy chart
"Schools actively seek, value, and integrate parents' longitudinal
knowledge of their child (e.g., behavioral triggers, home routines,
motivators) into daily educational planning."
19 responses
8
8 (42.1%)
4
4 (21.1%) 4 (21.1%)
2
2 (10.5%)
1 (5.3%)
0
1 2 3 4 5
2. In your experience, how often are parents included as active co- Copy chart
decision-makers in developing educational goals or
accommodations?
19 responses
8
8 (42.1%)
5 (26.3%)
4
3 (15.8%)
2
2 (10.5%)
1 (5.3%)
0
1 2 3 4 5
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3. Can you share a brief example of how information from home successfully helped
shape an approach used at school (or vice versa)?
19 responses
Child’s behaviour at home provides vital clues for their school support team. Some examples
of child’s behavior include: hyperactivity, aggression, sleep disruptions, non-verbal cues,
meltdowns, frustrations among others. These details help the teachers to tailor the instruction
to the specific needs of the child.
One example is when parents share information about their child’s routines or behavior at
home. It helps us understand the child better and adjust our approach at school. For example,
if a parent tells us that their child is having a difficult morning or is feeling tired, we can give
them more time and support during class.
Parents inform us about their child's interests, so we can incorporate it at times in class to get
the child's attention.
the parent shared that the child learns better with pictures. The teacher used pictures and
visual guides in class, which helped the child understand the lessons better.
Once I had a student who should be wearing glasses, but he refused to wear one. But I thought
that was because he has a mild autism. Then parents inform me about the glasses. Once he
put it on, his involvement in the class slowly improved.
Talking problems
Parents are the first people who introduce the principle, and how to behave that shape their
personality, school will take part when they join the school. So parents and school need to
work together, sharing the information and the same pov to shape and support the students.
Parents's information on their children's strengths, routines, gives teachers a better
understanding of how to support them effectively at school.
Information on challenges or subject areas that their children are struggling with will help the
school with its differentiation methods.
At home ,a student's familyuses group study time tackles homework together at the dining
table, with older siblings explaining [Link] student brought what he learned at home and
taught it to his younger siblings.
To respect teacher and follow instruction especially if it will help you to learn and grow.
For example, some of my students are capable of doing something, but they are too shy or
hesitant to show it. Having this information helps me as a teacher to encourage and support
them more frequently. I can also give them opportunities to take on roles where they can
practise becoming more confident and further develop the skills they already have.
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A parent shared therapist services outside agencies she was connected to and goals and
strategies they are
School Task
behavior management
For example, I noticed that some students really enjoy anime, so I encouraged them to connect
their interest in anime with their Art lessons. By allowing them to explore anime-inspired styles
and characters in their artwork, they became more motivated and engaged in making art at
school.
By doing the same routine and rules
“A parent shared information about their child’s interests and what helps them feel
comfortable at home. Child's familiar routine at home
I find that here, working in international schools there is a real difficulty to get parents to
engage with the educational goals setting. Ethere are many reasons and these are not the
same across cultures. For my 7 years working in Vietnam it is more often than not school
helping parents to implement strategies at home such as the use of visuals or advice on how
to encourage study and focus that improves everyone's home life. In the UK it was much more
s two way street where school and home would support each other
Theme 2 – Effective Communication Strategies
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How frequently do you receive or initiate school-to-home
communication regarding positive progress or successes, rather
than only when a problem arises?
19 responses
10.0
10 (52.6%)
7.5
5.0
4 (21.1%) 4 (21.1%)
2.5
0 (0%)
0 (0%)
1 (5.3%)
0.0
1 2 3 4 5
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Rate how effectively your school environment utilizes strength- Copy chart
based framing (describing situations objectively rather than labeling
the child):
19 responses
10.0
9 (47.4%)
7.5
5.0
5 (26.3%) 5 (26.3%)
2.5
0 (0%)
0 (0%) 0 (0%)
0 (0%)
0.0
1 2 3 4 5
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What is the biggest barrier to consistent, two-way communication between parents and
educators in your setting?
19 responses
Lack of time and mismatched communication channels
I think the biggest barrier is finding the right time to communicate. Both parents and teachers
can be busy, so sometimes it is difficult to have regular communication.
It is the limited time of both educators and parents.
Lac of time
Parents' understanding of cambridge curriculum and parents not used to email
communication
Time
The mindset of the parents of how school communicating with them, they mosty think school
judging their parenting style instead of being cooperative in supporting the children.
So far communication between school aand parents work well
Very late response from the parents, and also disagreement, such as how parents insisted that
their children didn't behave in such ways at home, despite the fact that they got reports from
school.
Time management
Different perspective, pride and willingness to hear what they can benefit from good and clear
communication
We dont have big barrier for doing communication with parents instead the parents is too easy
to access us as I teacher eventho in non working hours hemm
At high schoolLevels, teachers perceptions that teens can communicate to their parents.
Schedule Clashes
no replies from parents
For me, the biggest barrier is usually time and availability. Parents and educators often have
different schedules, making it difficult to communicate consistently. Sometimes,
communication only happens when there is a specific issue, rather than as an ongoing two-
way exchange about the student’s progress and needs.
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Time and expectations
The biggest barrier is maintaining consistent communication because parents and educators
have different schedules and preferred communication methods. Sometimes communication
becomes more focused on immediate issues rather than sharing regular information about the
child’s learning, development, and wellbeing.
Often it is the language and understanding barrier. There are many neuromyths and
misinformation which is commonly promoted by a largely unregulated educational psychology
and psychiatry services. As someone who is also mastered educated and practices a strength
based, non-label/diagnosis preferred approach these I find are the biggest barrier between
school and home
Theme 3 – Building Partnerships with Community Organizations
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To what extent is your school connected with external community
resources (e.g., therapy clinics, vocational centers, parent support
groups, or disability awareness programs)?
19 responses
Highly Connected (Resources
36.8% are easily accessible and
shared)
Moderately Connected (Some
resources are known, but
access is difficult)
Minimally Connected (Few
resources are available through
the school)
52.6%
Not Connected at All
Do you feel that community organizations in your local area provide Copy chart
sufficient programs to teach neurotypical children and the public
about empathy, diversity, and disability inclusion?
19 responses
Yes, thoroughly 1 (5.3%)
1 (5.3%)
To some extent 10 (52.6%
10 (52.6%
Rarely 7 (36.8%)
7 (36.8%)
No, not at all 1 (5.3%)
1 (5.3%)
0.0 2.5 5.0 7.5 10.0
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Theme 4 – Advocacy for Students with Special Needs
At what educational stage should schools begin actively teaching Copy chart
students how to self-advocate (e.g., expressing their learning needs,
requesting accommodations)?
19 responses
Early Elementary (Grades
1–3)
13 (68.4%)
13 (68.4%)
Upper Elementary / Middle
School (Grades 4–8)
6 (31.6%)
6 (31.6%)
High School (Grades 9–12) 1 (5.3%)
1 (5.3%)
Only when transitioning to
higher education or 1 (5.3%)
1 (5.3%)
adulthood
0 5 10 15
Rate your level of confidence in knowing your rights, legal Copy chart
protections, and options regarding special education support:
19 responses
8
8 (42.1%)
4
4 (21.1%)
3 (15.8%)
2
2 (10.5%) 2 (10.5%)
0
1 2 3 4 5
Theme 6 – Promoting Student Well-being and Belonging
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Copy chart
To what extent do you agree with this statement: "Physical
placement in a regular classroom (mainstreaming) automatically
results in genuine social belonging and peer acceptance for students
with special needs."
19 responses
8
8 (42.1%)
3 (15.8%) 3 (15.8%) 3 (15.8%)
2
2 (10.5%)
0
1 2 3 4 5
Which of the following elements are most critical to ensuring true Copy chart
student well-being in an inclusive school? (Check all that apply)
19 responses
Meaningful friendships and
peer interactions
14 (73.7%)
14 (73.7%)
Emotional safety and
freedom from bullying or l…
18 (94.7%)
18 (94.7%)
Adequate support and
professional well-being fo…
14 (73.7%)
14 (73.7%)
Effective adaptation of
lessons and assignments
14 (73.7%)
14 (73.7%)
Active student voice in daily
classroom routines
13 (68.4%)
13 (68.4%)
0 5 10 15 20
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In one or two sentences, what is the single most important message you want
educators and communities to remember about students with special needs?
19 responses
Every child with special needs possesses unique strengths and unlimited potentials that
flourish through inclusive support. Educators and communities must focus on their intrinsic
values rather than their limitations to foster true belonging.
Every student has different needs and strengths. We should give them the right support and
make sure they feel accepted and included, just like everyone else.
We are to support and assist every child with special needs, not in our own way, but what
works best for them.
Every student with special needs deserves patience, understanding, and equal opportunities to
learn and grow. We should focus on their strengths and abilities, not just their limitations.
When teaching SEN students, put comfort before learning, but set the expectation clear.
Be more sensitive
Person
They have the right to get the best education and treatment as other students. They will shine
at the right time.
They have equal rights to accept education/treatments, and be accepted by the community.
Students with special needs don't need to be fixed...they need to be understood, supported,
and given the same chances to belong,learn, and contribute.
Every child is unique, special and highly talented. This perspective will change the way you
view yourself and others around you. It simply means, we demolish any argument about being
special but devote ourselves to be loving, accomodating and valuing each indivuduals
uniqueness.
Please give them all the needs as optimum as it can, they need to be placed in the supportive
environment (inclusive as well) and handled by the professionals (not regular teacher).
We are more alike than different.
It must have a community / LGU support
They are human beings too, they need our love and support
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Every student with special needs has unique strengths, interests, and ways of learning. With
the right support, patience, and inclusive environment, they can thrive and contribute
meaningfully to the school community.
To provide effective learning environment for special needs student.
Every child with special needs has unique strengths, abilities, and ways of learning, so we
should focus on what they can do rather than their limitations
Presume competence
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