Communication with Parents is Key to Education Success

When teachers were surveyed and asked what they needed to improve a student’s success, 95% of inner city educators wanted parents to be more involved and improve communication with the parents (Ellis and Hughes, 2002). Unfortunately, communication initiated by teachers typically happens when the teacher feels there is trouble with a student. Ferrera (2009) stated similar ideas in her study from the parents perspective, that parents inclined to be hesitant to call schools, but would call “more often if their children were in trouble or failing their subjects” (p. 133).

Consequently, there is the perception from educators that many parents who are not involved in their child’s education are, as a result, failing to contribute to a child’s success in school. Given the numerous studies which have proven that parental involvement is a critical part of a child’s success in education, then what are the barriers that prevent parents from becoming involved in a special needs child’s school and educational environment? Research has determined some of the barriers to parental involvement in their child’s academic achievement. These include: working, maintaining a household, managing normal life, lack of time, monitoring their children, language, transportation, not receiving announcements in a timely manner, culture and attitudes (Erdener, 2014). Today’s families have different responsibilities than in previous decades. There are more single working parents and more families where both parents work full time outside the home. With more family responsibilities and less time, involvement in education becomes less of a priority.

The barriers to parental involvement for parents of children with disabilities are multifaceted, influenced by f...

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...ng the student’s behavior. Each stake-holder is given a specific role in shaping the performance of the child’s behavior and makes a contractual agreement. The process has shown a decrease in school suspensions, an increase in attendance, and a healthy bond among parents, teachers, and administrators (Taylor, 2000).

Educators must be cautious not to limit the scope of parental involvement. Instead, they should look to involve parents in all facets of the educational process by finding ways to increase parental involvement in the school, in the classroom and in the educational process (Yell, Ryan, Rozaliski, & Katsiyannis, 2009). In addition, Knopf and Swick (2007) stated that the parent involvement could be increased by “establishing rapport with families and encouraging involvement in the daily operation of school” (p. 291). Knopf and Swick (2007) further states