Quality of Special Education: Parent Perspective

Abstract

Parent participation is one of the main quality indicators for education, including special education. Parent perspective can help to ensure quality improvement and reveal possible drawbacks of the education system. The study analyses 23 narratives of parents of children with SEN. The context of children educational biographies reflects parent evaluations on the quality of educational provisions, pedagogical staff competence in terms of taking care of children’s wellbeing, physical and emotional security, and promoting educational achievements. The purpose of this study is to outline parent understanding of diverse quality education dimensions and their involvement in evaluating the quality of educational provisions for SEN. The research questions put forward: • In evaluation of which quality dimensions of educational provisions do parents of children with SEN require support. • What is the relationship between parent expectations of quality education and existing offer. The participants of the study were recruited using a strategy of stratified sampling and a qualitative research method of narratives was selected. To analyse and interpret the findings, the quality evaluation model of educational institutions developed by Tietze (2008; 2014) was applied. The findings state that the parents recognize education as a particular value and are interested in the education of their children. They express the ability to evaluate professional competence and educational provisions, however, they lack understanding about the quality of outcomes. Educational institutions have to initiate communication and plan collaboration strategies, developing both constructive and emotionally positive contacts, in order to balance the expectations of parents with the existing situation.