Information Needs, Opportunities, and Challenges of Parents of Students with Special Educational Needs Based on the Parental Involvement Model
DOI:
https://doi.org/10.65168/Keywords:
Diverse participation, accessibility of information, cooperationAbstract
This article presents the findings of a study on the information needs, opportunities, and challenges of parents of students with special educational needs (SEN), analyzed within the framework of Joyce Epstein’s parental involvement model. Data were collected from SEN families, along with teachers, school leaders, social workers, and psychologists. Analysis of the data revealed that parents have a strong demand for information, learning materials, counseling, and accessible technologies tailored to the specific characteristics of their children’s disabilities. In terms of opportunities, information access, adapted environments, and parental involvement were found to be at a moderate level, while participation in decision-making was limited. The main challenges included insufficient access to information, time constraints, inadequate material resources, and difficulties related to language and comprehension. Overall, the study highlights that the information needs, opportunities, and challenges of SEN parents vary depending on the type of disability their children experience.
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