PARENT PREPARATION FOR MEANINGFUL PARTICIPATION IN INCLUSIVE EDUCATION
DOI:
https://doi.org/10.5281/zenodo.23152892Аннотация
This article examines how parent preparation can support meaningful participation in inclusive education. A focused conceptual review synthesised 17 sources on parent involvement, family-professional partnerships, parent education, self-efficacy, and cultural adaptation. The synthesis organised the literature into five areas: understanding educational situations, communicating with professionals, participating in decision-making, taking practical action, and finding continued support. These areas distinguish attendance from informed participation and suggest directions for programme design and evaluation. The Parent Question-Driven Navigation Model (PQNM) is discussed as an untested application. Local adaptation and feasibility research are needed before claims about its effectiveness can be made. The contribution of the article is a conceptual organisation of preparation needs rather than evidence of a tested intervention.Ключевые слова
parent preparation, parent involvement, inclusive education, children with disabilities, family-school partnership, parent education, self-efficacy, family engagement, cultural responsivenessБиблиографические ссылки
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