ROLE OF PARENT-TEACHER ASSOCIATIONS IN PROMOTING INCLUSIVE EDUCATION
DOI:
https://doi.org/10.53555/es.v11i1.2474Keywords:
Inclusive education, Parent-Teacher Association (PTA), community participation, school inclusion, educational equityAbstract
The scope of inclusive education is to provide quality education to every learner without discrimination of ability, socio-economic status, or any other educational needs in a mainstream setting. Parent-Teacher Associations (PTAs) foster and support this vision by creating connections between families, schools, and the wider community. This study investigates the PTA’s divergent roles in including children with various learning needs, raising awareness, and developing inclusive practices and a favorable climate. This research investigates the advocacy roles of the PTA in the practical school-level policy enactment including the mobilization of constituency support and the PTA’s proactive provision of requisite addition and support to infrastructures needed for inclusive. Also, it outlines the PTA’s initiative in building advocacy programs for parents, organization of policy frameworks for inter-professional collaboration, and overcoming resistance strategically constructed around learners with disabilities. PTA members, teachers, and school administrators in various urban and rural areas will be participating in this study which employs a mixed method approach to assess the outcomes of PTA’s initiatives. It is expected that the research outcomes will shed light on the PTA’s responsibilities and proactive roles as change agents for fostering acceptance, collaboration, and equity in the educational systems. This also helps e policy makers and other stakeholders.
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