A comparison in the perception of parents and teachers on the collaborative partnerships in special education

Date of Publication

2002

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Gifted Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Emelita F. Arevalo

Defense Panel Chair

Dena Culaba

Defense Panel Member

Amorvilla C. Catabas
Perlita Jamoralin

Abstract/Summary

This study investigates the perception of teachers and parents of the four national schools in relation to parent-teacher collaborative partnership in Special Education. Respondents consisted of 76 teachers and 62 parents from the four national special schools. A devised questionnaire validated by experts was utilized in the study. To analyze obtained data, the study employed the frequency distribution, percentages, mean and the t-test. The similarities in the perception of parent and teacher respondents imply that both groups recognize their roles and responsibilities in the education of exceptional children. Respondents also indicate that they could work collaboratively and engage in programs and activities that will help develop the capabilities and skills of children.Findings indicate that : 1. Parents are fully aware of their roles and responsibilities in SPED schools where their children are enrolled. 2. Teachers are moreover knowledgeable about their responsibilities and functions as SPED teachers. 3. Parents and teachers signify willingness to cooperate with each other to achieve goals for students. 4. Both groups of respondents recognize that collaboration is highly important in SPED schools. It is recommended that the schools must provide opportunities for collaboration between teachers and parents.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03326

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

126 leaves ; 28 cm.

Keywords

Perception; Special education; Parent-teacher relationships; Partnership

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