The Role of Parental Engagement in Inclusive Schooling for Children

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Dr. Avinash D. Karambhe

Assistant Professor

Shri Ayurved Mahavidyalaya, Nagpur- 440024

Orcid Id: https://orcid.org/0009-0007-9530-411X

Abstract— Inclusive education depends on collaboration between schools and families, yet the way different forms of parental engagement relate to children’s participation in inclusive classrooms remains insufficiently understood. This study examined how home-based engagement, school-based engagement, and home-school communication relate to children’s inclusive participation, as rated by teachers. A cross-sectional survey was completed by 312 parents of children enrolled in 12 inclusive primary schools, 126 of whom had a child with identified special educational needs and disabilities (SEND). Teachers rated each child’s participation using the Inclusive Participation Index. Total parental engagement correlated positively with inclusive participation (r = .47, p < .001). In hierarchical regression, the three engagement dimensions explained an additional 18% of variance beyond child and family background, with home-school communication the strongest predictor (β = .31). Parents of children with SEND reported higher engagement than other parents (d = 0.41), but their children received lower participation ratings. Work schedules and limited information were the most frequently reported barriers. The findings suggest that schools should prioritise two-way communication structures over one-off participation events.

Keywords— parental engagement, inclusive education, special educational needs, home-school communication, school-family partnership, inclusive participation

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