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Have student parent conferences every three months to see how the student. Do weekly email with the parents. Give the parents your contact information and keep reminding parents they are welcome to contact you. Do monthly news letters so the parents know what is up in their child classroom. I can't stress enough communication is key.

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Parents are the best source of information. They are the one who really knows the child. The parents or guardians should always know what is happening to their child. They should be updated in every activity the child’s involve.

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We send termly IEPs to the parents to make them aware of the plan we had done for each special need student. Also have individual meetings to make sure some activities are continued at home too. For example if a child need social and emotional help we need to be consistent to make things same at both the environments.

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Parents/ guardians are involved in all pt visits when in outpatient. teaching them home exercise programs they can do with the children when they are home. a lot of time they are the voice for their children.

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To conduct field trips is one way to get parents get involve in the teaching - learning activities. Another way is to call for parents meeting to let them know their children's behavior and other learning concerns.

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We have parent mornings where they come in and can work with their children. I am available to parents before and after school during drop off and pick up to have conversations with parents and be open to them.

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Whenever i make an activities, I make sure ill inform the parent, and teach her how she will interact with the kids. Mini celebration is always after having a tree way conference. field trip

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Aside from the trends and practices I voted upon, our parents re involved in decision maaking and developing projects  such as donating  materials for tthe resource and making dialogue with the government leader in the municiality. They also pledge finacially for SPED program.  We do counseling for parents  and we organized parents support group

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I organize activities that family and students do together at school.

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Mini celebration of the students improvements.
Parent-teacher conference.
Three ways conference.
Student lead conference.
Field trip
School wide big events
Send out weekly news letter

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To conduct field trips is one way to get parents get involve in the teaching - learning activities. Another way is to call for parents meeting to let them know their childrens behaviour and other learning concerns.

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Most of the time I organize practical activities together with children and parents, where in addition to objects or decorations we carry on dialogues and share experiences. I noticed a better approach and collaboration with the parents as a result of the practical activities we carry out together.

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We do ask the parrnts whats their child's interest with ones their are at home and we involve the parwnts in some of our activities so that they can also see their childs improvements.

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Invite parents to some workshops or activitiesa that we organize with children. Send the card of achievement.

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I give parents the opportunity to participate in various activities I do at school.

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ing practice?
Vote on the practices you like!

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in my school there are no problems with the education of children with special needs.

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Not all parents agree with that fact that their children are special. But if they agree, we work together and have good results.

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Without parents collaboration teachers cannot be able to help SEN students.
Sometimes parents   don't want to recognize or accept  behaviors of own sons, probably   expression of special needs or disabilities. For this reasons a good relationship between teachers and parents with periodic  meeting   is the main action to plan together tools to help SEN students.

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Mersin/Türkiye
Families do not want to accept that their children have children with special needs

sometimes it is very difficult to communicate with families

you can cooperate with them if you have gained the trust of families.

home visits became one of the most effective ways for me

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It is vital the envolvement of the parents in their childs education. That can be done be discuss and establish with them common strategies for their child. Homework that they can do toghether and reunion between parents and teacher to assess the development of the child.

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In my practice as a special education teacher, parents and guardians are periodically called upon to establish common strategies for their future aspirations for their children to inform them of how the their children, to know the family atmosphere, the activities outside the school, the family habits, ... In short, to gradually make a team work with the parents, what is done in school extends beyond the school, whenever possible, to the other moments of the student's day, and everything worked on a continum. it is not always easy, since in my experience I find that many of the students have functional parents with difficulties to deal with their children, who only value academic activities (reading, writing, counting, ...). It was also necessary in many cases for therapists and other specialists to work with families to help them deal with the problems of their children and to leverage the "poverty" in which they live

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Actually I sometimes have difficulty in involving parents into action because they rarely have time. In my school area main source of income is animal husbandry so parents are busy. When they come for the parents's meeting I copy and share the similar lessonactivities with them and want them to apply at home too in order to prevent SEN students forget acquisitions. It also provide them to learn by playing games with their parents at their own house.

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I try to get parents involved in class activity by keeping them constantly in touch with them, discussing the progress of the child, about the methods used in the class that can be used at home by the parents to accomplish the homework

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In the perspective of an inclusive school understood as a school that opens flexibly to all children, learning difficulties are considered as normal problems in didactic activity. Solving them is an occasion and a challenge for teachers, students. school managers and other stakeholders. Every teaching is a pressure on the child and must be completed with appropriate support.
Teachers should start solving class problems from the following actions that determine the inclusive way:
Student-related:
knowledge of individuality globally and of certain components that prove the need for intervention;
detecting areas of difficulty especially when they are intermittent and temporal.
Related to group:
knowing the relationships in his class;
use of negotiation techniques, cooperation, collaboration, communication in group activities; Related to his / her own person:
to refine the experience in a reflexive and empathic way; to use collaboration with other teachers and the school manager;
to keep up-to-date with new parks and new theories to implement in its activities

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Jeane de Fatima, Rio de Janeiro - Brazil

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Jeane de Fatima, Rio de Janeiro - Brazil

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Parents are very participative, our Physical Education teacher, every Tuesday and Thursday performs physical activities with those responsible, bringing them to school to improve their posture, their health and interaction with other responsible.
We have an informative mural that keeps them informed and we always try to offer lectures and themes to be debated monthly, making them happy with the school environment.

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In my teaching experience the parents involvement is absolutely fundamental. In my school we lead weekly meeting with family, and twice a year open meeting with families.
Our aim is to create a friendly relationship between the parts.

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We are always in touch with the parents and can reach the teacher whenever they feel the need.

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we have weekly meetings and I give information about every application we do and inform you how to apply at home

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we have weekly meetings and I give information about every application we do and inform you how to apply at home

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We involve parents/guardians first of all by letting them knw directly that they are important. We have parent-teacher conferences twice a year. We have an open day for parents to come and seem what their child does during the day. We have seminars for parents regarding pedagogigal topics.

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For us it's hard to involve parents in the learning

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For us it's hard to involve parents in the learning

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Process

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I always try to create a family-friendly environment and make family important in my class.Opening  my classroom to parents in as many ways as possible. Comunicating  frequently with them, aiming at the same goal. Moreover I provide information and ideas about how to best assist with homework and other curriculum-related activities. I Help parents find a balance that works for their child and I Suggest enrichment activities. This will help parents build constructive relationships with their child as well. Some good ideas include fun. Definitively children are more successful at school when parents are involved. Better yet, teachers, too, are positively affected when parents take interest.

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It would be neccessary.

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We meet our students' parents at least four times a year. But they can contact and ask for a meeting whenever they want and teachers are always ready to receive them.

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I try to contact with families with regular meetings and messages in the diary everytime it's necessary, but their presences in the classroom is admitted only in special cases.

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We have three official meetings with parents during the year, but they can contact us whenever they want. Besides, they are in touch with special education teachers.

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We have three official meetings with parents during the year, but they can contact us whenever they want. Besides, they are in touch with special education teachers.

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With parent of SEN student I realy have family-friendly environment. My classroom is open to parents in many ways and I communicate with them every day via mail, SMS and through message in app TesTeach, Google Drive and Google lassroom where I publish my school preparation, lessons and worksheets. Once in two weeks parents come in school on individual informations.

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we have weekly meetings and I give information about every application we do and inform you how to apply at home

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I keep my parents always up-to-date with the messages written in the journal, in the book, with regular meetings, I try to involve them in the organization of projects.

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It is necessary to involve parents in teaching

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It's necessary to involve parents in teaching and learning practices by frequent meetings

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At my school, the principal prohibited me, as a teacher-educator, to speak directly to the parents, I have to tell anything and everything I want to communicate, to the class teacher who will tell the parents. All teacher-educatprs are prohibited.

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Parents are always up to date with messages written in the diary, in the notebook, with what'app, with regular meetings, we try to get them involved in the organization of projects. Last year I remember with pleasure that they willingly collaborated on the PEACE project etwinning

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With parent of SEN student, I talk once a week and through WhatsApp on a daily basis to know what is important in the next day and prepare everything needed for daily activities. It is easier for me to write a message or photograph the material, and it is easier for a parent to follow the instructions. In this way, the parent is 100% engaged in the work. In addition, when a student has a bad day and does not want to write a homework, parent informs me so I avoid the stressful situation at school. With that co-operation, we are all happy.

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Meetings, conversation, workshops, newsletters

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I meet with the students' parents every week: demonstrative lessons, school holidays, parenting ...

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I work in high school. I rarely see the parents, the conversations with them are usually led by our school psychologist. I don't think that's right. We should all make more effort.

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Parents are always involved. We ask them to come to school and have one-to-one meetings with the general teachers and the support teacher. They discuss important matters for their child. They are also invited to come to lessons and observe what happens

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In my school, each child is very special. This is why the inclusive education exist. The parents participate in the elaboration of the student's individual plan. We hear them suggestions, them fears. It's very importante. They also need support.

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I organize a family participation event every week in my school

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I organized worships for children, parents and teachers together twice o year.

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I receive parents everytime they need and I involve them in the planning of Personal Educative Plan

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I am preparing family participation activities by specifying dates according to the training program. The parents of the event bring the activity materials to the class and perform the activity together with the child. I implement projects that will enable families to communicate with their children.

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Each child is special. These special children can be brought to the upper levels with the help of families.

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In my school parents represent a great strength. Sometimesit i difficult to involve them becouse I belong to distant cultural systems.

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In my school parents represent a great strength. Sometimesit i difficult to involve them becouse I belong to distant cultural systems.

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For example, parents are also assistants sometimes.

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For example, parents are also assistants sometimes.

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We rarely do. In my school parents are rarely included in teaching matters or figuring out how to deal with some problems we all have. Parents meeting are the only place where parents learn and get information about teaching and problems that we have in our classes.

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n my school it is difficult to involve the parents, they come only if convoked for urgent reasons. I would like to put into practice what I learned here.

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The support teacher of our school and other general teachers try to work with the parent of these children . It is not easy for some reasons , because our school is not very near their homes and their children take bus to come at school.

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At our school there are regular meetings between parents and and the administration and the SEN teacher. Feedback is then passed on to all the teachers.

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I have meetings with parents, I send them a tasks, games and tools and they can practice with students at home: They send me feedback

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Parental participation in the education of SEN students should be active. Parents should not give up and should apply for pedagogical and psychological support to the school if necessary. Parents of such students must constantly be in contact with their child’s teachers.

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I organize a family participation event every week in my school

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Unfortunetly in my school we don't have the habit of wellcoming parents. There a few celebrations during the year but we don't call them on a week basis. I think there is a lack of communication and envolvement both ways.

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I have weekly PTA meetings with my parents. We write monthly reports involving student progress which every parent of SEN student can read and discuss.

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In our school all teachers have a free lesson once a week to meet parents who want to talk to that particular teacher. It's a good practice, but I don't think SEN students' parents come to see me as often as they should.

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I also have a weekly meeting with parents who wish talk to me.

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I'm not a head teacher but I do have a weekly teacher-parent meetings with the parents who actually want to come to school and talk to me. Unfortunately (or not?, depends on the parents) they don't feel the need to come unless they are invited (and that's usually when a problem occurs.)

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As a guidance counsellor I am involved in initial conversations with the parents and learning strategies used in preparation for state exams of our secondary education students. We inform them weekly if there are any changes in student engagement, usually by email of mobile phone.

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I personally don't have that much of a contact with parents of my students because I'm only an English teacher. Each class has the head teacher of their class who mostly handles the parent teacher conference. I have time set each week when parents can come and see me. Usually it's when a bad grade or some problem happens. When I get the chance to, I share teaching strategies and tools with the parents.

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We meet the parents at the beginning of the year and talk about the expectations of the new grade level. Then, every week, we send messages about the week and the activities, materials and differentiated homework to the parents. We have got a Moodle system where parents can reach differentiated materials online and printable worksheets. We meet with the parents at the beginning and at the end of the unit to evaluate the positive things and things to be improved for the next unit. The SEN coordinator and the school principle meet with the parents on a regular basis. We also have a school messaging system where we can message parent or answer their questions faster and easier.

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How do you involve parents or guardians in your teaching practice?

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Many teachers from Italy have already described the way in which parents are involved in the educational pathway of their SEN children that is, by fixed and dedicated meetings to share the pedagogical project. Usually, SEN teachers have more regular and frequent contacts with parents, while general teachers, like me, generally meet them three or four times a year. I agree with those colleagues affirming that collaboration with parents is not always easy, but we mustn’t forget that sometimes it’s really hard for them to accept their children’s difficulties.

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In my school parents are involved in difficult moments of their children through talks or ather collaboration form

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We have days dedicated to counseling parents, but not all parents consider these meetings to be useful. Parents of the SEN child in my class deal with out-of-school therapies but do not get involved in school recovery at all.

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Teachers write monthly programs and reports that parents can see but also they can particapate in making them. They now their child best and can be very helpful but sometimes can prevent us from doing our best and teach their child. We have PTA's that they can come to, SEN students also have notebooks for exchanging information with parents and we communicate via e-mail.

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Every month, teachers write a report about progress of SEN students. This report is available to parents and they can come for an individual meeting with teachers. But they usually don't. Actually I don't know any of my SEN students parents which is sad.

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Özlem, Turkey ; I involve paretnts by termly meetings and regular phone calls. I tell them what they need to do and check if they have any problems with the process by phone calls or face to face meetings.

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Özlem, Turkey ; I involve paretnts by termly meetings and regular phone calls. I tell them what they need to do and check if they have any problems with the process by phone calls or face to face meetings.

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we have a-monthly-plan about meeting and whatsup group with the parents.

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I involve parents by establishing with them a costant dialogue, a reciprocal support and by sharing information and principles of education for the Learning and for the general wellbeing of pupils.

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I took the time to read what my Croatian colleagues have said and I would just be repeating their words. We are obliged to prepare the plan of teaching and assessing SEN students for their parents to see, but I have rarely met any of them. They almost always just talk to the form teacher, not me.

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We have meetings and contact families everytime it's necessary.
This video is so full of tips. My fave ideas are "celebrate anything" and "focus on positive things".

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i don't teach so i haven' t this problem yet. but i listen that the parents are not engage properly and some of them don;t help the children.

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i don't teach so i haven' t this problem yet. but i listen that the parents are not engage properly and some of them don;t help the children.

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In my classroom, the parents are not engange properly. Some of them may help their children to make theri homework, but they are not involved in school life or activities.

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Parents are involved in my classroom teaching.   Many have been giving lessons in class. Twice a year, in autumn and spring, there will be development interviews involving the student, his or her parents and the teacher. In the autumn students will set themselves the target for the academic year. In spring, analyzed together, whether the goal was met.

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It is a problem of involvement and desire.

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Parents are not involved in my teaching practice. I have tried, but is very difficult to involve them, because they let the school to "fix" their children.

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We have a- monthly-plan with our parents. We go to their house to talk about the students situations and also have whatsup group with them for daily connection.

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We have a- monthly-plan with our parents. We go to their house to talk about the students situations and also have whatsup group with them for daily connection.

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Unfortunately, I haven't even met some of my SEN students'parents. We communicate, if we do, through SEN student's form teacher. Parents usually communicate with their child's form teacher and SEN teacher or psychologist. There are also many parents who don't accept the fact that their child has special needs which presents an obstacle in trying to reach the full potential of the child. Without parents'collaboration I dare to say it is almost impossible to make progress with any child, let alone SEN children.

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Parents and teachers who move in the same direction contribute to the growth of their educational motivation.

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I try to involve parents as much as ı can

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Every month, I write report about progress that SEN pupils have made. This report is available to parents but I do not have direct contact with paretns, like special education teachers do.

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Sadly we don't involve parents in our school teaching practices.

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Spain
I try to create a special bond with both students and parents/guardians. We have meetings every few weeks to make sure everything is working. In these meeting we evaluate the progress and needs .

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We involve parents or guardians in a way to present them to the support plan at the beginning of the year ,  and during the school year we work together and monitoring the progress and needs of students.

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I try to involve parents as much as I can