Contextual Barriers to Parental Participation in Rural Special Education
DOI:
https://doi.org/10.55040/rcd2kw48Keywords:
Parental participation, Educational policy, Rural communities, special educationAbstract
This study explores parental involvement at a Multiple Attention Center (CAM) located in a rural community, focusing on identifying barriers that limit this participation and proposing strategies for improvement. Through a qualitative approach and the use of the case study method, the research analyzes how socioeconomic, cultural, and structural factors inhibit effective parental participation in special education. The study reveals that, despite policies aimed at fostering parental participation, there are significant challenges that prevent their successful implementation, especially in rural contexts. Identified barriers include communication issues, logistical and economic constraints, and a lack of policy adaptation to local realities. In response, improvements are proposed in communication between the school and families, the adaptation of educational policies to community needs, and training programs for parents. This analysis underscores the need for more contextualized and sensitive educational policies and practices tailored to the specific socioeconomic and cultural conditions of each community.
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