Parental Collaboration and Student Progress: Understanding Home-School Partnerships in Special Education
Abstract
This study critically examined the significance of collaborative relationships between parents and educators in promoting academic, emotional, and social development among students with special educational needs. The research was designed to explore how parental engagement influences student outcomes, the evolving dynamics of home–school partnerships, and the broader cultural and socioeconomic factors shaping these interactions within global and African contexts. Adopting an integrative literature review approach, the study synthesized perspectives from contemporary scholarship, educational policy analyses, and international case studies published before 2020 to ensure theoretical depth and contextual balance. The findings revealed that effective collaboration between families and schools is a vital component of inclusive education, enhancing learner progress through shared responsibility, empathy, and sustained communication. The study highlighted that educators’ professional roles must extend beyond instruction to encompass culturally responsive practices that foster trust and mutual respect. It further demonstrated that digital innovations—such as AI-powered communication tools—offer promising opportunities for strengthening engagement, particularly in remote and resource-constrained settings. However, it emphasized that the success of such technological integration depends on equitable access, digital literacy, and inclusive policy frameworks that address socioeconomic disparities. Conclusions drawn from the analysis affirm that meaningful parental participation is indispensable to achieving educational equity and inclusion. The study recommends comprehensive teacher training in collaborative competencies, policy reforms to institutionalize family involvement, and the expansion of digital infrastructures to bridge participation gaps. It further advocates for culturally adaptive strategies that respect community values while promoting global standards of inclusive education. Collectively, these insights underscore that sustained partnerships between home and school constitute a transformative force for advancing both academic excellence and social justice within contemporary education.
Keywords
Parental Engagement, Inclusive Education, Special Needs, Collaboration, Educational Policy, Communication Technology.
Citations
IRE Journals:
Chuks Sunday Ogbona, Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga, Kenneth Boakye "Parental Collaboration and Student Progress: Understanding Home-School Partnerships in Special Education" Iconic Research And Engineering Journals Volume 3 Issue 10 2020 Page 552-573 https://doi.org/10.64388/IREV3I10-1714178
IEEE:
Chuks Sunday Ogbona, Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga, Kenneth Boakye
"Parental Collaboration and Student Progress: Understanding Home-School Partnerships in Special Education" Iconic Research And Engineering Journals, 3(10) https://doi.org/10.64388/IREV3I10-1714178
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