Home-School Partnerships in Singapore's Special Education Schools: A Case Study

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dc.contributor.advisorSpencer, Brenda L.
dc.contributor.authorAng, Marilyn Swee Liang
dc.contributor.committeememberCallaghan, Tonya D.
dc.contributor.committeememberHands, Catherine M.
dc.contributor.committeememberChua, Catherine Siew Kheng
dc.contributor.committeememberEaton, Sarah Elaine
dc.date2020-11
dc.date.accessioned2020-07-09T14:16:19Z
dc.date.available2020-07-09T14:16:19Z
dc.date.issued2020-07-07
dc.description.abstractThe purpose of this qualitative case study was to gain a deeper understanding of the perceptions and experiences of parents of children with disabilities regarding home-school partnerships in special education (SPED) schools in Singapore. The research involved nine parent participants who had been involved in home-school partnership for more than seven years. Key findings revealed several factors facilitating a positive home-school partnership. These included the parents' beliefs, values, and cultures; the school leader and professionals' attributes, communication practices, and the perceptions of parents and their children; parental involvement opportunities in the school. Similarly, there were several factors that hindered a productive collaboration. They were parallel to the positive factors, but with the addition of the following: parents' perceived lack of knowledge and skills, constraints related to their time and work, differences between parents and the school about educational pathways and goals for students, time and location of individualized education plan meetings, and the absence of a national policy. These factors interacted and intersected with one another to depict the multi-dimensionality and complexity of home-school partnerships in the Singapore SPED context. Besides these, the findings also showed that there was a disconnect between the rhetoric and the practice of home-school partnerships in the Singapore special education schools. This disconnect could best be addressed by taking into consideration the beliefs, values, expectations, perceptions, and opinions of the SPED parents.en_US
dc.identifier.citationAng, M. S. L. (2020). Home-School Partnerships in Singapore's Special Education Schools: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37986
dc.identifier.urihttp://hdl.handle.net/1880/112264
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectcase studyen_US
dc.subjectspecial educationen_US
dc.subjecthome-school partnershipen_US
dc.subjectfacilitatorsen_US
dc.subjectbarriersen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Elementaryen_US
dc.subject.classificationEducation--Secondaryen_US
dc.subject.classificationEducation--Specialen_US
dc.titleHome-School Partnerships in Singapore's Special Education Schools: A Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopyfalseen_US
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