FAMILY-SCHOOL PARTNERSHIP AS A DETERMINANT OF SUCCESSFUL INCLUSIVE EDUCATION

Abstract

The article substantiates the relevance of the problem of family-school partnership as a determinant of successful inclusion in modern conditions. The role of parents in the process of inclusive education of children with special educational needs is examined. Modern approaches to involving parents in the educational process are analysed, key challenges are identified and practical recommendations for effective cooperation are proposed.
The article describes inclusive education as a key direction of modern educational policy, which ensures equal access to quality education for all children, regardless of their developmental characteristics. It is argued that an important factor in the effectiveness of inclusion is the participation of parents as full participants in the educational process. The article considers the role of parents in the implementation of an inclusive approach, modern strategies for interaction with educational institutions, the participation model proposed by Joyce Epstein, and key challenges that arise in this process.
Three levels of participation of parents of children with special educational needs in their children’s school life of their children are analysed: informational (implies passive involvement), consultative (parents show interest in their children’s education) and active (parents take an active position in the development and education of children). An analysis of parental participation in the context of inclusive education is presented, and its fundamental importance for achieving successful educational outcomes for children with special educational needs is emphasised.
The main challenges that hinder the full participation of parents are identified: lack of awareness, stigmatisation, lack of resources and unpreparedness of educational institutions. Possible ways to overcome these obstacles are proposed through systemic changes in public policy, enhancing teachers’competences, and building support communities. The article emphasizes the need to recognize parents as equal partners in creating a truly inclusive educational environment that promotes the comprehensive development of children with special educational needs.

Received: November 26, 2025
Accepted: December 18, 2025
Published: January 16, 2026