Family-school collaboration for students with learning disabilities: Parental perspectives on inclusive education

Abstract

This study investigates the effectiveness of educational support for students with learning disabilities in elementary schools in the Arab community in Israel. Through interviews with ten parents, the research examines three key areas: Individualized Educational Programs (IEPs), family-school communication, and inclusive practices. Findings reveal that schools implement personalized approaches, including in-class assistance, additional teaching hours, and therapeutic interventions. While many parents express satisfaction, some call for more tailored IEPs. Communication between schools and families varies in quality and frequency, with some parents desiring more detailed feedback on their child’s challenges and learning. Inclusive practices and extracurricular involvement are generally positive, though inconsistent across schools. The study concludes that schools are making significant efforts to support students with learning abilities, but there is room for improvement in personalizing IEPs, enhancing communication, and ensuring consistent inclusion. Based on the results, the researcher recommends that schools refine IEPs, improve coordination among service providers, increase specialized support hours, and develop more comprehensive communication strategies. These enhancements aim to create a more effective and supportive learning environment for students with learning disabilities.