School-Family Collaboration in Special Psycho-Pedagogy

Abstract

The partnership between educational institutions and the family environment represents an essential component in the process of harmonious development of children with special educational needs. This article examines the aspects of this collaboration, examining how effective communication and active parental involvement can impact the academic progress and social integration of students with disabilities. Our approach highlights the challenges faced by both teachers and families in building an inclusive educational framework. By examining current practices and direct experience from the system, we highlight the need for personalized strategies that meet the individual needs of each child. The research emphasizes the importance of continuous training for teachers in parental counseling techniques and curricular adaptation methods, as well as the creation of psychological support mechanisms for parents. The results of the analysis suggest that authentic collaboration, based on mutual respect and common goals, can substantially transform the educational trajectory of a child with special needs, contributing to maximizing his or her developmental potential.