The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-29e

Bibliographic reference :
Larivée, S.J., Kalubi, J.C., & Terrisse, B. (2006). La collaboration école-famille en contexte d’inclusion : entre obstacles, risques et facteurs de réussite. Revue des sciences de l’éducation, 32(3), 525-543.

Abstract :

Ensuring the academic achievement of all students is a major challenge, particularly regarding students with handicaps or exhibiting adjustment or learning difficulties. A number of studies have demonstrated that cooperation between parents and teachers can contribute to student academic achievement.

By highlighting literature dealing with inclusion at school of students with disabilities, this article helped to identify two avenues for consideration: (1) obstacles and risk factors associated with cooperative action in the context of inclusion and (2) achievement factors fostering the positive progress of the school-home partnership and successful inclusion practices.

Progressive Shift to the Concept of Inclusion
Nowadays, the focus has shifted from the integration of students with disabilities to their inclusion. Four principles account for this change and its positives outcomes: normalization, participation, promotion of social roles and family cooperation.

With regard to family cooperation, schools should intervene not only with students, but also with families, classes, teachers and communities to foster successful school and social adjustment. Cooperation may take various forms according to the needs of those concerned, but three conditions remain essential. The first condition refers to the clear identification of needs in terms of cooperation. The second relates to the joint coordination of the actions, objectives, attitudes and efforts of the different educational players involved (e.g., mutual information, agreement on objectives). The third condition involves cooperation among schools, teachers and parents (e.g., sharing of tasks and responsibilities).

Obstacles and Risk Factors
Obstacles and risk factors may adversely affect cooperation and, in turn, hinder the success of the inclusion process. Initially, these may include the unbalanced relationship between parents and teachers concerning how to deal with children’s problems and regarding individual roles and responsibilities. The lack of commitment on the part of families or teachers, lack of flexibility, inadequacy of structures, incoherence of attitudes, and perception of resources as insufficient may also hinder cooperation. It was also observed that at times teachers felt inadequate regarding the specific needs of handicapped students.

Achievement Factors
Successful cooperation between parents and educational players with a focus on inclusion entails three elements: (1) parents’ ongoing involvement; (2) a positive attitude; and (3) proper communication among the players involved. Similarly, specific training for teachers, consideration of the needs of students and their families, parents’ openness toward their involvement in school, implementation of efficient and innovative communication means and the development of positive attitudes are all determining factors.

Conclusion
Parents recognized that the inclusion of their children had positive outcomes on their academic, social, developmental and behavioural achievements. Hence, cooperation between parents and school is central to successful inclusion, regardless of how hard it might be to establish cooperation at times.

Links :
This journal is also available in electronic format. Publisher’s Website Address: http://www.rse.umontreal.ca/"

Key Words :
Integration, Inclusion, Handicapped Children, Students with Difficulties, Adjustment Difficulties, Learning Difficulties, Literature Review, Newsletter8

Monitored Countries :
Quebec (Canada)