The Role of Teachers in Supporting Families of Children with Special Needs
Keywords:
Role of Teachers, Family Support, Children with Special NeedsAbstract
Supporting and assisting families of children with special needs is a crucial role for teachers, who are responsible for teaching and working collaboratively with these families to achieve the highest level of effectiveness. Families of children with special needs often have diverse requirements, including emotional support, access to equipment and materials, and individual information. When teachers can provide appropriate support, communicate with understanding, and encourage families, it will facilitate support planning that aligns with each child’s unique needs. This ultimately promotes children's ability to care for themselves, adapt to society, and develop in the long term. This article presents the teacher's role from multiple perspectives, including understanding family differences, using appropriate communication strategies, assessing family context, empowering families, and coordinating with various support services, emphasizing family participation, respect for diversity, and planning support appropriate to the context and specific needs of children, so that child development and care are effective and comprehensive in all perspectives. Therefore, teachers serve as valuators, planners, and coordinators to strengthen family cooperation, help families take care of and develop children with special needs to their full potential, and support them in terms of learning, daily life, and social adaptation effectively.
Downloads
References
Blue Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203
Boonroungrut, C., & Huang, F. (2021). Reforming theory of planned behavior to measure money management intention: A validation study among student debtors. RAUSP Management Journal, 56(1), 24-37. https://doi.org/10.1108/RAUSP-02-2019-0029
Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing special education teachers to collaborate with families. School Community Journal, 25(1), 117-136.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gordon, A. M., & Browne, K. W. (2017). Beginnings and beyond: Foundations in early childhood education (10th ed.). Cengage Learning.
Harry, B., & Kalyanpur, M. (1999). Culture, diversity, and special education: Tools for raising achievement. Allyn & Bacon.
Hartman, A. (1995). Diagrammatic assessment of family relationships. Families in Society, 76(2), 111–122. https://doi.org/10.1177/104438949507600207
Issabayeva, Z., Sapargaliyeva, A., Shubayeva, G., Shalabayeva, K., & Ismagambetova, G. (2024). Psychological and pedagogical support for parents of children with special educational needs. Continuity in Education, 5(1), 66-75. https://doi.org/10.5334/cie.103
Karwwiset, S., & Boobpha, S. (2024). Proactive Management for Individualized Family Service by the Udonthani Special Education Center. Journal of Mani Chettha Ram Wat Chommani, 7(3), 162-177.
Kurniandini, P., & Hartini, N. (2018). The relationship between sense of coherence and parenting stress in mothers of children with autism spectrum disorder. In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018)-Improving Mental Health and Harmony in Global Community. 91-96. https://doi.org/10.5220/0008585700910096
Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families. Brookes Publishing.
Manomai, D., & Waichompu, N. (2024). Early Intervention Services as Perceived by Parents of Children with Special Needs at Yasothorn Special Education Center. Journal of Buddhist Education and Research, 10(4), 279-292.
McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention (3rd ed.). W. W. Norton & Company.
Na Ranong, L. (2017). Family Counseling for School Teacher’s Adviser. Veridian E-Journal, Silpakorn University (Thai Edition, Humanities, Social Sciences, and Arts), 10(2), 830-843.
Nelson, L. G. L., Summers, J. A., & Turnbull, A. P. (2004). Boundaries in family–professional relationships: Implications for special education. Remedial and Special Education, 25(3), 153–165. https://doi.org/10.1177/07419325040250030301
Nongthonga, T., & Kachondham, P. (2017). Quality of Life of Severely Physical Disabled. Journal of Social Development, 19(2), 113–131.
Odom, S. L., & McLean, M. E. (2011). Evidence-based practices in understanding and treating challenging behavior in young children with autism spectrum disorders: An introduction. In Early childhood intervention for children with special needs and their families. Brookes Publishing.
Olsen, S. F., Marshall, E. S., & Sansom, N. (1999). Support, communication, and hardiness in families with children with disabilities. Journal of Family Nursing, 5(3), 275-291. https://doi.org/10.1177/107484079900500303
Onpuy, W. (2023). Development of Learning Resources and Classroom Environment in the Special Education Center of Phetchabun Province. Journal of Research and Development, Buriram Rajabhat University, 18(1), 111-123.
Ott, L. (2015). Families with special needs children and stress: Research review. BU Journal of Graduate Studies in Education, 7(2). 11-18.
Phuphaarak, Y., Meekaew, N., & Wanset, S. (2023). Results of Individual Counseling Program for Parents to Enhance Early Intervention for Children with Special Needs in the Central Special Education Center, Bangkok. Journal of Social Science Panyapat, 5(4), 307-316.
Phutthiyamongkhonkul, C., & Mitranan, C. (2023). Early Intervention is an Important Step for Children with Special Needs. Journal of Humanities and Social Sciences, Nakhon Pathom Rajabhat University, 14(3), 77-88.
Ratcliff, N., & Hunt, G. (2009). Building teacher-family partnerships: The role of teacher preparation programs. Spring Journal, 129(3), 495-505.
Rouse, E. (2012). Partnerships in early childhood education and care: Empowering parents or empowering practitioners. Global Studies of Childhood, 2(1), 14-25.
Rush, D. D., & Shelden, M. L. (2005). Evidence-Based Definition of Coaching Practices. CASEinPoint, 1(6), 1-6.
Sharma, M., Sharma, N., & Yadava, A. (2014). Parental styles and depression among adolescents. Journal of the Indian Academy of Applied Psychology, 37(1), 60-68.
Shelden, M. L., & Rush, D. D. (2009). Checklists for Implementing a Primary-Coach Approach to Teaming. CASEinPoint, 5(1), 1-8.
Singto, P. (2022). Guidelines for Guidance Management in Opportunity Expansion school under the Office of the Nakhonsawan Primary Educational Service Area Office 2. The Journal of Research and Academics, 4(3), 61-74.
Trivette, C. M., Dunst, C. J., & Deal, A. G. (1997). Working with families with special needs. Brookline Books.
Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Exceptional lives: Special education in today's schools (8th ed.). Pearson.
Weger, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2010). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 24(1), 34-49. https://doi.org/10.1080/10904010903466318
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal Of Ratchasuda Institute for Research and Development of Persons With Disabilities
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารสถาบันราชสุดาเพื่อการวิจัยและพัฒนาคนพิการ
