Inclusion and Collaboration - Perceptions and Experiences of Families of Students with Disabilities

The purpose of this case study investigation was to explore the perspectives and experiences of four families of students with disabilities (autism spectrum disorder or intellectual disability) regarding inclusion, family-school collaboration throughout their children’s schooling years, and the families’ hopes and fears as they prepare for their children’s future. The interviews, demographic and contextual questionnaires, and student portfolios were used to deeply understand families’ unique experiences. Qualitative thematic analysis and basic descriptive statistics were applied to analyze the collected data. Findings reveal that while inclusive practices and collaborative relationships were strongest during the elementary years, families observed a notable decline in inclusion and communication as students transitioned into middle and high school. Stronger relationships were consistently reported with special education teachers compared to general education staff. Common challenges included staffing shortages, inconsistent communication, and limited structured opportunities for meaningful inclusion. Despite these barriers, all families shared the hope that their children would lead safe, independent, and fulfilling lives. However, varying levels of preparedness and available support led to different outcomes and levels of parental anxiety regarding their children’s futures. The study underscores the importance of a whole-school commitment to inclusive education and the vital role of consistent, respectful family-school collaboration. The study calls for early, individualized transition planning, policies that support sustained inclusion beyond elementary school, and the need to center family voices in decision-making processes to strengthen school systems that enable all students to thrive.

Author dc:creator

• Marta Kapala Mohammad (23291374)

• Special Education

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.31451137.v1

OAI identifier oai:identifier

oai:figshare.com:article/31451137