Policy on Parental Involvement in Inclusive Education

Policy Issue

Parents have a right to be involved in their child’s education and to participate with the school in decisions concerning their child and the school community. Extensive research has shown the benefits of parental involvement in education. These benefits include higher achievement, better attendance, more positive attitudes and behaviours and higher graduation rates. Moreover, schools that work well with families show improved teacher morale, and are seen by the community to be performing better than those that do not. 1

Parents of students with special needs do not always agree with decisions made concerning their child or the school community. The School Act provides an appeal mechanism for parents to appeal decisions that significantly affect the education, health or safety of their child. The appeal mechanism ensures that complaints are heard, however many parents have reported that the appeal process is unsatisfactory and lacks impartiality.

The Ministry of Education has formalized parental involvement by requiring schools to establish Parent Advisory Councils and School Planning Councils. Parents of students with special needs are not always represented on these councils and their concerns are not always included or considered.

Purpose

To ensure that parents of students with special needs are considered equal partners on their child’s education team and participate in decisions regarding the school community.

Background

Parents have struggled for years to become valued partners in the education system. This is especially true for parents of children with special needs. On July 1, 2002 legislation was put in place to create Parent Advisory Councils and School Planning Councils.

While Parent Advisory Councils and School Planning Councils have been in place in many schools, they have not been operational in all schools across British Columbia.

Policy Statements

1. Parental involvement in public education needs to be invited and facilitated throughout the student’s school years.
2. Parents should be considered full partners on their child’s education team and involved in decision-making for their child.
3. Parent Advisory Councils and School Planning Councils must represent the diversity of the community, ensuring the perspectives of parents of students with special needs are understood.
4. School boards’ appeal processes must be unbiased and follow the principles of administrative fairness.

1 Parents, Communities and Schools: Working Together for Saskatchewan Children. www.sasked.gov.