Unveiling the Challenges of Home-School Collaboration in Special Schools of Nepal
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The study attempts to investigate current realities and challenges of home-school collaboration in the special schools of Nepal. The study is based on qualitative paradigm and followed by descriptive research design. Five special schools from Kathmandu valley (Kathmandu, Bhaktapur and Lalitpur districts) were selected for the study by purposive sampling method. From these schools, five head teachers were automatically selected, five teachers and five parents (one from each school) were selected as respondents by purposive sampling. In-depth information was collected by using separate semi-structured interview protocols for head teachers, teachers and parents. The study found that lack of knowledge and skill to maintain relationship, lack of clear institutional guidelines, ineffective practice for IEP preparation and lack of professionals, and failure to acknowledge the importance of collaboration are the challenges for effective home-school collaboration. Lack of physical resources in schools is another vital factor. A continuous exposure and opportunities to work with the expert team is immensely essential to empower parents for effective collaboration. Teacher training for enhancing communication skills and maintaining relationship are essential. A clear legal provision for IEP process in school is required as an effective means to solve the underlying challenges of home-school collaboration.
Abstract
The study attempts to investigate current realities and challenges of home-school collaboration in the special schools of Nepal. The study is based on qualitative paradigm and followed by descriptive research design. Five special schools from Kathmandu valley (Kathmandu, Bhaktapur and Lalitpur districts) were selected for the study by purposive sampling method. From these schools, five head teachers were automatically selected, five teachers and five parents (one from each school) were selected as respondents by purposive sampling. In-depth information was collected by using separate semi-structured interview protocols for head teachers, teachers and parents. The study found that lack of knowledge and skill to maintain relationship, lack of clear institutional guidelines, ineffective practice for IEP preparation and lack of professionals, and failure to acknowledge the importance of collaboration are the challenges for effective home-school collaboration. Lack of physical resources in schools is another vital factor. A continuous exposure and opportunities to work with the expert team is immensely essential to empower parents for effective collaboration. Teacher training for enhancing communication skills and maintaining relationship are essential. A clear legal provision for IEP process in school is required as an effective means to solve the underlying challenges of home-school collaboration.
참고문헌 (36)
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