1

CHAPTER 1



INTRODUCTION



1.1 Introduction

In Malaysia, concerns in special education started as early as in the 1920s
with the opening of its very first national school catering for the blind in the state of
Malacca. In the following decades, more schools and centers in various states were
established to cater for the different needs of students with disabilities. To date,
special education has been the one of the dominant subjects in the Education
Ministries and departments in the Asia Pacific region. This is to further enhance the
educational programmes and services provided for students with special needs.
Despite this concerted effort to provide educational services, there are always some
segments of children with disabilities who are left out due to geographical and
socioeconomic factors. Evidence has shown that less than ten percent of children and
youth with disabilities in this region are getting some form of education (Biwako
Millennium Framework for Action, 2002).

Malaysia, being one of the State Parties to the Convention on the Rights of
the Child (1989, Article 23), should ensure that various resources and appropriate
assistance are provided to the children with disabilities as well as their families. The
Ministry involved should emphasize on social integration focusing on their education
facets, medical care, and rehabilitation services as well as in preparing students with
disabilities for employment. In this legislation, it is also stated that financial aid and
free education should be given to these children if their families cannot afford to send
them to school. Apart from that, it is highlighted in Article 29 that State Parties
2

should also warrant that the education of the children is geared towards developing
their character, aptitude, and physical abilities to the fullest.

In the mid 1990s, the Ministry of Education of Malaysia decided to integrate
programmes for students with special needs into the national schools as part of a
reform initiative. The Education Minister, Datuk Hishammudin Hussein mentioned
in a local newspaper New Straits Times (2004), the needs for students with special
needs would be catered for as he declared that education is every citizens right and
he is determined to ensure everyone is given a fair share of educational prospects.
This is also in line with the Convention on the Rights of the Child (1989) which
shows the Ministrys effort to educate the community and inculcate positive attitudes
towards people with disabilities thus making social unity possible within the
community itself. It is also vital to increase public awareness on the rights of children
and youth with disabilities to education at all levels. As such, schools face greater
challenges to ensure that every child has an equal opportunity to education regardless
of their physical or mental disabilities and meeting the demands of subdivision
expectations (J ehl & Kirst, 1993; Hindlin, 2005).

Services for the special needs students in Malaysia are currently observed by
three different ministries, namely the Ministry of Health, Ministry of Women, Family
and Community Development and the Ministry of Education. Progressively, in
Malaysia children with disabilities are detected very early in their infancy when they
are screened by health personnel. This is in line with the agreement made in the
Asian and Pacific Decade of Disabled Persons (1993-2002) that by 2012, all children
from birth to four years old receive community-based early intervention services
including giving support and guidance to their families.

However, where education is concerned, according to the Development of
Education, National Report of Malaysia (2004), only the Ministry of Education is
involved in establishing school boards to ensure the provision of educational
programmes such as remedial programmes for students who are deemed as at-risk
in learning and students with special needs such as hearing or vision loss. The
categories of special needs being catered by the ministry include students with Down
3

syndrome, mild autism, attention deficit hyperactive disorder (ADHD), minimum
intellectual disability, and specific learning difficulties such as dyslexia.

It is compulsory for a follow up care to be planned for each child with
disabilities depending on the condition so that special assistance can be extended to
deal with any specific problems the family or child may encounter. The medical
officer who is responsible will then make the necessary referrals to other agencies
such as the social welfare, special institutions or to other departments such as speech
therapist based on the overall condition of the child. According to the Circular Letter
for Special Education (1992), special registration forms are provided by the Ministry
of Education. Parents as well as the medical officer should furnished details in the
given forms. It is then maintained at the health centre for management and follow up
purposes.

In Malaysia, an array of services are provided for parents to choose for their
children ranging from special schools and programmes run by Coalition of Societies
for Persons with Disabilities, non-governmental organizations (NGOs) or in inclusive
classes in normal schools. The government, acting in the best interest of the students
with special needs should give attention to the education needs of these students in all
states and in diverse economic conditions through both national and non profit
organization schools. As stated in the Education Act 1996 (Act 550) & the Selected
Regulations (2004) of Malaysia, teachers who are trained in this field can plan
appropriate instructional programmes, adapt existing curriculum as well as evaluate
students progress based on the developmental needs of the group. As such, the
Ministry of Education should ensure that special education teachers are trained and
qualified to teach in the special schools or the integrated inclusive schools for
students with special needs. It is recognized that educational needs are difficult to be
achieved unless individualized attention is given to these students.

According to a report in a local newspaper, Utusan Malaysia (9 May 2005),
the Ministry of Education has put priority on special needs education in appreciation
to the sacrifice and effort that teachers have put in to the special needs programmes.
As such, awards had been given to the special education teachers, recognizing their
efforts and giving them further encouragement to enhance their creativity and
4

innovation. The reporter has also cited the Ministrys intention to attract more
teachers to join the special education field. Actions have been taken to equip the
teachers with the skills required realizing that special education teachers needs are
different to that of regular education teachers.

Malaysia, being one of the state parties of the Asia Pacific Forum of National
Human Rights Institutions (2006), should also ensure that the potential of these
students will be developed to their fullest. Taking into account the vast individual
differences among students with special needs, Individualized Education Plan (IEP)
should be prepared to cater for individual learning needs which are vital in preparing
effective learning programmes. According to Gartin and Murdick (2005) as
mentioned in the Individuals with Disabilities Education Act (IDEA) 2004, apart
from exploring students potential, IEP should also consider the concerns of the
parents and to pool as much information from them about their children in order to
address every aspect of the students development and behavioral plans.

Welch and Sheridan (1995) believed that significant individuals at home are
the most underutilized resource in the educational environment. Hudson, Correa,
Morsink and Dykes (1987) added that when teachers and parents act as a team, more
can be achieved as compared to working alone. It should also be noted that education
administered for these students emphasizes on the physical, emotional, social,
spiritual and intellectual development in line with the countrys National Education
Philosophy.



1.2 Background of the Problem

Individualized Education Plan (IEP) is a programme that allows both teachers
and parents to monitor students progress and development. The Education for All
Handicapped Children Act of 1975; the Education of the Handicapped Act
Amendments of 1986, and the Individuals with Disabilities Act (IDEA) Amendments
of 1997, have executed a law concerning special education that recognizes family
5

involvement and teacher-parent collaboration as an essential component in
developing IEP.

The impact teacher-parent partnership is stressed in Vygotskys sociocultural
theory. He believed that childrens learning outcome can be enhanced by interaction
with more able significant others (Parke & Locke, 2003). When students with
disabilities interact with their teachers and parents, they accumulate their basic
knowledge to solve problems that require higher cognitive thinking. Vygotsky (1978)
used the notion zone of proximal development (ZPD) to define the difference
between the developmental level the children have reached and the level they can
potentially achieve with the guidance of more skilled persons. Therefore, teachers
and parents are the closest persons to students with disabilities to teach and educate
them.

The basis behind IEP is the contract made between teachers and parents on
services to be provided for students based on their individual needs that have been
agreed upon by both parties. To determine the best way to facilitate learning, it is
vital for teachers and parents to work as a team in order to discover where each
student develops cognitively, socially and emotionally. Another form of instruction
suggested by Vygotsky is scaffolding in which teachers and parents need to fine-tune
the amount of guidance they give to children in order to give them the opportunity to
carry out the tasks independently (Parke & Gauvain, 2009). This approach can be
applied in IEP activities in which the ultimate aim in the programme is for students
with disabilities to be able to be skillful and independent.

Developing teacher-parent collaboration in IEP is an aspect to be taken
seriously as a cornerstone of assuring more beneficial achievements among the
students involved. It is a socialization process which takes various factors into
account to help teachers and parents to adjust more quickly to their responsibility,
reflect on their chosen roles and their behaviour within that professional
collaboration to continue to improve students developmental outcomes (Bateman &
Herr, 2006). Teacher-parent collaboration is bounded by law and thus should be a
fundamental component in educational reform (West, 1990; Welch & Sheridan,
1995). From the implementation of the Biwako Millennium Framework for Action
6

(2002), it is being addressed that further attempts should be made in relation to
family matters as they are found to be rather defective and need step up measures.

Based on Salamanca Statement and Framework for Action on Special Needs
Education (1994), persons with disabilities should be given the right to clarify and
convey issues on their concerns that contributes to independent growth among the
society. Parents are active members who should combat for their civil rights and
needs until their children seek independence. However, as much as educators
accentuate on the needs for teacher-parent partnerships, such relationships often
failed to materialize (Epstein, 1995).

In dealing with policies such as in IEP, it is important that issues are guided
by considering schools as a living systems and taking into account the understanding
of individual, organizational, and community learning needs (McCombs, 2003). In a
study, Shriner and Destefano (2003) found that although students IEP should reflect
on students individualized needs, political and logistic factors do influence the
benefits of IEP and hinder its actual application.

As stated in the Biwako Millennium Framework for Action (2002),
governments, NGOs, training institutions and other social partners should work
together to provide and upgrade training of teachers to ensure that they are competent
to teach in this field and meet the necessary requirements. Studies had found that
existing teacher training had somehow neglected the importance of teacher-parent
collaboration and to equip teachers with the necessary skills needed to build
productive relationship (Reynolds & Clement, 2003).

Collaboration which is simply defined as a process in which two or more
parties work together to achieve common goals would not emerge if members
involved fail to put in effort towards similar direction. In IEP, teachers and parents
are significant people who should work hand-in-hand for the programme to work
effectively. This belief is in line with Bronfenbrenners mesosystem which
encompasses the interrelationships of home and school (Shaffer & Kipp, 2007) thus
involving the collaboration effort between teachers and parents in IEP. Collaboration
between teachers and parents is important especially in education programmes such
7

as in IEP which, as stated by Welch (2000), emphasize on shared decision-making
and will have different impact in various countries due to diverse education reforms
and cultural influences.

Beyond the justification to the need for teachers and parents to collaborate are
several key concepts that determine the success of collaboration. According to Friend
and Cook (2000) these concepts include realizing that collaboration should be done
voluntarily and members not only share their resources as well as decision-making
but also their responsibilities. Apart from that, they emphasize that all members
should aim towards common goals, trust and respect each other in community
building, acknowledge each others roles, able to plan a formal programme process
as well as able to work together intuitively. However, as Gerber (2000) had noted,
much resistance to special education programmes was due to lack of resources and
understanding of the services and needs of students with special needs.

The rationale for a collaborative approach between teachers and parents to
decision making and service delivery lies in its efficiency and potential to produce
high quality outcome. Studies should be carried out to explore into the opportunities
and ways in which parents are able to participate and become productive team
members in working towards thriving IEP. The importance of parents involvement
has been acknowledged in various literatures. However, what takes place in team
meetings does not reflect that parents are included in the programme implementation
(Hinojosa, Sproat, Mankaaetwit, & Anderson, 2002; Lawson, 2003).

The effectiveness of IEP programme relies very much on the collaboration
between teachers and parents which varies from one school to another. Rainforth and
York-Barr (1997) had found that in at least half of the cases they studied, parents are
considered as having involved just by attending the meetings in which the IEP had
been prepared in advance and leaving parents with little understanding on the content
of the document. Although similar studies which examine IEP implementation and
teacher-parent collaboration are limited, Fleming and Monda-Amaya (2001) stated
that evidence does suggest that an understanding of the team process could bring an
impact to generating team effectiveness.

8

One of the questions that arised from the discussion above was; what kind of
understanding did teachers and parents have on IEP implementation? It was
unjustifiable to say that all the teachers and parents had high understanding in IEP
within that period. Nonetheless, it would be interesting to find out if they share
common understandings on what IEP was about. Teachers and parents who were not
familiar with IEP should be identified so that schools could take further actions to
make sure that they were familiar to the contents of the programme. Looking at the
issues discussed above, it is important for teachers and parents to understand the
contents as well as the process involve in IEP in order to be able to collaborate
effectively. Understanding IEP implementation is crucial as teachers and parents
need to know the aims and objectives of the programme as well as knowledge in IEP
contents and guidelines in order to work as a team.

Apart from understanding IEP, teachers and parents also need to be able to
work hand in hand as they constantly need support and exchange feedback from each
other on students development. However, the challenge in working as an effective
team member in this scenario is even more demanding than having to work alone.
Thomas, Correa and Morsink (1995) believed that this is due to various reasons such
as team members expressing different views; speak varying languages and
exhibiting a range of behaviors that have great impact in the collaboration and
cooperation that is to be built.

Communication became a neccesary component in investigating how willing
teachers and parents were to discuss matters pertaining to students IEP. Through
effective communication, ideas and decision-making could be shared. They needed
to communicate in planning the programme as well as discussing on ways to improve
students progress. It should be recognized that communication between teachers and
parents is not one-dimensional but existed in a variety of forms and manner (Taylor,
Smiley & Richards, 2009). Therefore, teachers and parents should be willing to share
their concerns and exchange feedback on the progress of the students thus
materializing collaboration between them.


9

The basis for teacher-parent collaboration relies highly upon beliefs in shared
responsibilities for sound educational outcomes (Christenson, 2002). According to
Cramer (2006), teachers play a vital role as executors of the educational plans
including giving support to parents and taking proactive actions through various
resources available within and outside the classrooms. Parents, on the other hand,
need to be encouraged to play their roles as facilitators of their childrens
development and school performance (Ames, 1993).

Teachers roles have become even more challenging as they have to cater not
only to the needs of students but also to meet up with parents expectations. The
initial training that teachers go through not only prepares teachers in applying their
skills in giving instructions and adapting curricula but also to be able to join forces
and become partners with the parents. Teacher-parent collaboration will make a vast
contribution if both parties aim that the same goal is to improve students
achievement and excellence in education. In a study done by Harris (1998), it was
indicated that IEP should place students with special needs in the most appropriate
programme and the process acts as a mean to explain in an understandable manner to
parents on their childrens needs.

Examining the function of IEP in meeting the mandated goals and objectives,
it was found that the requirements are not clear, teachers lack the skills in
implementing programmes or teachers are not able to report correctly on the
students actual experience and development (Hasazi, Furney, & DeStefano, 1999;
Shearin, Roessler, & Schriner, 1999). Shea and Bauer (2003) stressed that teachers
could only develop appropriate activities in IEP after having a thorough
understanding of parents and their childrens needs. The National Council on
Disability (1996) also believes that it is important to enhance the ability of families
to collaborate not only with teachers in sharing decision-making authority for
students but also to the service system as a whole.

Teachers play an important role in IEP implementation and in determining
students learning. Teachers would face various problems if they failed to connect
school and home in enhancing students development. Although teachers have to
undertake various responsibilities in IEP implementation, parents should also be
10

responsible in carrying out their roles in helping their children to succeed. Success
would come easy if teachers and parents recognized each others roles in IEP. The
impact of teacher-parent partnership in IEP can also include Eriksons psychosocial
theory that looks at childrens development through a series of stages which require
them to interact with their social environment (Parke & Locke, 2003). It would be
fascinating to find out teachers and parents perceived roles in IEP as although they
differ, both should aim towards similar objectives and that should be in helping
students progress further in their learning thus become independent individuals in the
future. Collaboration effort would be improved when teachers and parents
perceived roles could be highlighted and ensuring that they were heading towards
similar objectives in students learning.

There are various factors that can impede the effectiveness of IEP
implementations. These include lack of role definition, standardization in partnership
between team members and teachers conduct. Parents with positive attitudes will
cooperate with the school and promote social integration. According to a study done
in China by Yi Ding, Gerken, VanDyke, and Fei Xiao (2006), it was found that the
majority of the parents are concerned that teachers may not have sufficient relevant
training and resources to implement the individualized instruction effectively. For
collaboration to work successfully, it is important for teachers and parents to put
aside all preconceived ideas that they have on each others role and to focus as well
as discuss the specific needs that the students need as functional individuals in
society.

As increasing parents involvement is essential in successful education
programmes, schools need to include parents as decision-makers and remain
sensitive to the families needs (Villa, Thousand, Paolucci-Whitcomb, & Nevin,
1990). Teachers have to be tactful and portray confidence in their actions to naturally
encourage parents to cooperate (Smith, 1981). With such discernment, schools and
teachers will be able to take more responsive and proactive approaches in building
better relationships with parents.


11

Another aspect of problem to be investigated was in teachers and parents
expectations of each other. Both parties would not be able to collaborate effectively
if they did not know what was expected of them by the other party. They might be
pointing fingers at each other and blaming one another for failing to meet the
expectations without knowing exactly what these expectations were. It would be
easier to compromise and cooperate if both parties knew what were needed of them
in fulfilling each others expectations in making collaboration work between them.

In Malaysia, there has been more concern in the development of special
education, reflecting a high level of awareness and social responsibility. A number of
schools and centers in various states are established to meet the different needs of
students with special needs. Teachers who are trained in this field plan appropriate
instructional programmes, adapt existing curriculum, evaluate students progress
based on the developmental needs of the students as well as getting parents
collaboration. Noor Aziah (2004) in her study on the rights of children with
disabilities in Malaysia has identified that the lack of skilled and trained teachers in
special education field contributed to many unsuccessful planned education
objectives. IEP is seen as a process in which parents and students rights are
materialized. It is therefore important for schools to find ways to improve on their
education programmes and gain parents cooperation in avenues such as in the
implementation of IEP to increase students success.

A school was selected to carry out this case study. The school had
implemented IEP for around four years when the researcher started her study at the
centre. It was vital to identify the collaboration efforts between teachers and parents
in IEP in the context of special education at the school, as perceived by them; their
ideals and value systems, their beliefs and how they feel about the various factors
affecting the functions they play.

The school was chosen to get teachers and parents feedback on their
understanding in IEP implementation, their willingness to communicate with each
other on matters pertaining to IEP, their perceived roles as well as their expectations
from each other in their collaboration effort. By investigating and providing
12

explanations for the above queries, the school involved in this case study could look
into ways in which they could improve further IEP implementation at the centre.

Couchenour and Chrisman (2004) stated that there are a lot of actions and
plans to be taken to promote effective partnership between teachers and parents.
They added that insights on factors that contribute positively in engaging teachers
and parents in both supportive as well as collaborative roles should be ironed out. For
special education programmes to be successfully implemented and catered to the
diverse disabilities, more effort should be given to look into the possibilities in
building constructive partnership between the two.



1.3 Statement of the Problem

The Individuals with Disabilities Educational Acts (IDEA) and other laws
(Education for All Handicapped Children Act of 1975; the Education of the
Handicapped Act Amendments of 1986, and the Individuals with Disabilities Act
Amendments of 1997) have stipulated on the need to provide appropriate education
for all students with disabilities and providing families support they need for their
childrens welfare. Studies that have been carried out in other countries have shown
affirmative connections between teacher-parent collaboration in IEP (Christenson &
Sheridan, 2001; Hendersen & Mapp, 2002). Such studies suggest that it is essential
for teachers to increase their attempts to consult, share information and join efforts to
provide efficient as well as meaningful IEP for the students. Although the law
specifies that parents (need to) be active, but usually equal participations in decision-
making on their childrens educational programme do not materialize (Brinckerhoff
& Vincent, 1986; Malen & Ogawa, 1988; Williams, 1989; Welch & Sheridan, 1995).

According to the guidelines given by the Ministry of Education, when a
student qualifies for special education services, an IEP should be designed and
written for the students to cater for their unique individual needs. Teachers and
parents are expected to work in partnership and collaborate to determine the goals as
13

well as objectives that are appropriate to students development in all aspects
(Carlisle, Stanley, & Kemple, 2006; Epstein, 2001).

Based on the culture that differs between countries and schools, it would be
interesting to find out the fundamental nature of teacher-parent collaboration in
delivering IEP services with the support of the theories used in this study. Notion of
experiences and abilities could be augmented when teachers and parents are active
participants in students learning. In addition, teachers and parents acting as
supporters in students education play a vital role in determining the success of the
students in meaningful programmes such as IEP catering to their individual needs.

The lack of studies on teacher-parent collaboration in IEP to help students
improve in their development was deemed important thus need to be embarked on.
Thus, teacher-parent collaboration in IEP is one of the many areas that can be studied
in special education field in Malaysia to further improve the services provided to
students with special needs. Collaboration with families should be made as the
foundation of effective and successful education for students with special needs
(Cramer, 1998; Turnbull & Turnbull, 1997; Banks, 1993).

Looking into the local studies, research had been carried out in the areas of
teachers and parents perspectives on their involvement and support in special
education (Masitah, 2008; Aliza & Norshidah, 2004; Noraini, 2004; Zainal 2003). A
study on teacher-parent collaboration in special education (Norshidah, Zuria &
Zalizan, 2003), and teacher-parent collaboration for successful vocational
programme in special education (Norain, 2004) were also conducted. A study was
done in relation to IEP by Mohd Mokhtar, Mohd Hanafi, Aliza and Hasnah (2008) in
which they investigated on teachers knowledge and IEP implementation.

Vygotskys theory highlights the role of more able peers or adults in helping
children reach their zone of proximal development (ZPD) through scaffolding.
However, the collaboration between the more able peers or adults is not highlighted
in Vygotskys theory. In IEP, collaboration between parents and teachers is crucial in
helping children particularly those with special needs to develop or in other words, to
reach their ZPD. Therefore, this case study aims to investigate teachers and parents
14

understanding in IEP implementation, their willingness to communicate with each
other, their perceived roles as well as their expectations of each other in which these
elements were deemed vital in teacher-parent collaboration in IEP for special
education. Differences between teachers and parents understanding and willingness
to communicate on matters related to IEP were assessed quantitatively. However, the
differences between teachers and parents perceived roles and expectations were not
assessed because they did not carry out similar roles in IEP implementation and their
expectations differed in many ways thus making them impossible to be assessed in
similar manner.



1.4 Research Objectives

The main objective of this research was to investigate teacher-parent
collaboration aspects in the process of implementing IEP, a programme which should
be taken seriously as it was one of the crucial factors in the effort to improve the
services provided for students with special needs.

The specific objectives of this study were to identify:

1.4.1 Teachers and parents understanding of the IEP implementation.
1.4.2 Difference between teachers and parents understanding of the IEP
implementation.
1.4.3 Teachers and parents willingness to communicate on matters related to IEP.
1.4.4 Difference between teachers and parents willingness to communicate on
matters related to IEP.
1.4.5 Teachers and parents perceived roles in implementing IEP.
1.4.6 Teachers and parents expectations from each other in IEP.





15

1.5 Research Questions

This study was designed to answer the following research questions;

Question 1:
What are teachers understanding in the implementation of IEP?

Question 2:
What are parents understanding in the implementation of IEP?

Question 3:
Is there any difference between teachers and parents understanding in the
implementation of IEP?

Question 4:
How willing are teachers to communicate with parents in matters related to
IEP?

Question 5:
How willing are parents to communicate with teachers in matters related to
IEP?

Question 6:
Is there any difference between teachers and parents willingness to
communicate in matters related to IEP?

Question 7:
What roles do teachers perceive they play in the implementation of IEP?

Question 8:
What roles do parents perceive they play in the implementation of IEP?

Question 9:
What do teachers expect from parents in the implementation of IEP?
16

Question 10:
What do parents expect from teachers in the implementation of IEP?



1.6 Significance of the Study

The findings of this study not only provide essential guidelines for effective
collaboration between teachers and parents, but also useful information in order for
them to establish positive relationships in IEP implementation. Significantly, the
students involved will benefit from such efforts made by teachers and parents that
will help to promote their potentials as well as abilities. Therefore, the philosophical
basis on IEP procedures should be supported as the process permits both teachers and
parents in sharing input to determine the goals and services to be provided for
students.

Policies such as IEP may not bring a major impact on the services provided
unless school leaders, teachers and parents have positive attitudes to work in
partnership and thus believe that such attempts will yield even greater returns. The
focus of teacher-parent collaboration in IEP should emphasize on the efforts they put
in materializing the goals that they aim to achieve for the students. Students learning
could be improved further and ties between school and home could be heightened.
Schools should reach out to all families regardless of their financial status, race or
religion. As in the following excerpt:

No matter how skilled professionals are, or how loving parents are,
each cannot achieve alone what two parties, working hand-in-hand,
can accomplish together.
(Peterson & Cooper, 1989: 229)

From a systematic literature search, the researcher found no report on teacher-
parent collaboration in IEP study in Malaysia. It is hoped that the findings of this
study may direct towards the scope where role changes are required to further
enhance the quality and progress of the students with special needs. The results may
17

also be used as guidelines for other schools and centers teachers and parents to look
into in fostering effective collaboration in IEP.



1.7 Theoretical Framework

Students with special needs, similar to other students are social beings. They
develop within a social and cultural context within a society. The students families
and their teachers are normally the people involved in their immediate environment.
A substantial amount of theoretical and empirical evidence supports the linkage
between teachers and parents behaviors on the childrens learning outcomes
(Rutter, 1985; Scott-J ones, 1984; Stevenson & Baker 1987). Teachers prepare
suitable lesson plans that correspond to the needs and interests of students with
disabilities (Education Act 1996 (Act 550) & the Selected Regulations, 2004; Mohd
Salleh, 2000). Parents play a vital role in being their childrens lifetime educators as
well as to provide the foundational support for learning for their children. Therefore,
teachers and parents play crucial roles in influencing these students development in
various aspects.

In view of theoretical perspectives, it is believed that no single theory can
represent teacher-parent collaboration in IEP implementation for special education.
Bronfenbrenners Bioecology theory, Vygotskys sociocultural theory as well as
Eriksons psychosocial theory are the three theoretical eclectics (Shaffer &
Katherine, 2007) chosen to look at the issues involving teacher-parent collaboration
in IEP. In the context of the study, the researcher recognized that each theory
mentioned above has something to contribute to this study thus the need to put
forward the three theories to support the study. As emphasized by the theories,
students should be able to progress further and these achievements are the products
of dynamic relationships between teachers and parents in IEP.

Studies on the influence of teacher-parent collaboration on special education
and specifically in IEP are still evolving. The theoretical underpinnings of the
researchers approach to teacher-parent collaboration cut across ecological-systems
18

principles as well as sociocultural and psychosocial theories thus she had related
three theories to support her study. Bronfenbrenners Bioecology theory, Vygotskys
sociocultural theory and Eriksons psychosocial theory will be discussed in detail in
the next chapter. Nevertheless, the researcher put forward the connections between
the theories in generating the theoretical framework of this study in this section.

Eriksons psychosocial theory enlightens students development within a
social context over their life course. He focuses on the development of students with
disabilities as a whole. In his theory, he believes that significant others influence
students development at their developmental stage which can be applied to teacher-
parent collaboration in IEP. This aspect can also relate to Vygotskys sociocultural
theory in which students abilities and understanding can be improved further
through guidance provided by teachers and parents known as zone of proximal
development (ZPD). Vygotsky added that in the scaffolding process, students
learning can be enhanced when teachers and parents provide appropriate support and
direction for students to master the task. As such, teachers and parents need to play
active roles in ensuring that the aims that have been decided in students IEP
activities can be accomplished.

In Bronfenbrenners microsystem, direct relationships between students with
their parents and teachers bring impact in students life whereby each party provides
direct influence to students in the IEP process. This network of social environment
settings involves students interactions with their parents and teachers. In addition,
interrelationships between school and home are emphasized in Bronfenbrenners
mesosystem taking into account teacher-parent collaboration effort in determining
the success of IEP. Figure 1.1 shows the theoretical framework in line with this
study.







19

















Figure 1.1: Theoretical Framework

Bronfenbrenners Ecological System theory and identification of relationships
between people in the students environment are used as the foundations as well as to
encapsulate two other theories used in this study. In his theory, he believes students
are able to benefit in various ways when teachers and parents work together.
Connecting his theory together with Vygotskys sociocultural theory as well as
Eriksons psychosocial theory illustrate how teachers and parents can work as a team
to gain meaningful outcomes in IEP services. It is an idea on how teacher-parent
collaboration works on the basis of shared beliefs by means of integrating their
understanding, communication, perceived roles and expectations of each other in
collaboration efforts that occur based on the theories. Therefore, diverse theories
were brought forward to support the issue that was highlighted in this study.

Implementation and emphasis of IEP varies among the states and schools in
Malaysia. However, it should be realized that there is no escape for teachers and
parents from playing an important role in organizing childrens learning before they
are able to master and internalize their skills. New insights can be developed from
Understandin
g of IEP
Roles played
ZPD
(Vygotsky)
ZPD
(Vygotsky)
Mesosystem
(Bronfenbrenner)
Psychosocial Development
(Erik Erikson)
Teachers Children
Parents
Expectations
Willingness to
communicate
20

these theories as the researcher explores on their implications to this study.
Therefore, it is vital that teacher-parent collaboration transpire in services such as in
the IEP to provide adequate guidance that meets the needs of the children in
developing their potential as well as abilities.

The theories that will be discussed in further detail in the next chapter are
related on ways in which these theorists view parents and teachers as active people in
the childrens development. It is hoped that by highlighting the interrelated contexts
of Bronfenbrenners theory, Vygotskys sociocultural theory and Eriksons
psychosocial theory, the researcher has provided a key to understanding the
processes that underlie teacher-parent collaboration theoretical framework that brings
impact on students development.



1.8 Conceptual Framework

Considering the nature of teacher-parent collaboration, different schools may
be looking at different factors contributing to the onset and the characteristics
associated with effective IEP implementation. According to Phillips and McCullough
(1990), the formulation of any successful teacher-parent collaboration strategy
should rely upon the views of teachers and parents involved in the IEP process. The
proposed strategies may include curriculum modification and acceleration, setting up
of monitoring teams, modification of learning and teaching methods, coping and
training skill for the teachers and home or school visits.

Several researchers have identified the qualities necessary for an effective
collaboration (Conoley, 1981; Cormier & Cormier 1985; West & Cannon; 1988;
J ohnson & J ohnson, 1991). Based on the readings done in various studies, the
researcher had chosen four independent variables commonly deemed important.
They include teachers and parents understanding of the programme, their
interactions, their perceived roles and expectations of each other roles.

21

Conceptually, schools and families can be considered as open systems
whereby each of them comprises a number of subsystems that are related and
dependent on each other (Conoley, 1987). Invaluable relationships that exist between
school and home settings should be examined in order to maximize the childrens
potential and development as well as in learning.

The focus of this case study is to explore teacher-parent collaboration on the
implementation of IEP in the special education school involved. The conceptual
framework is shown in Figure 1.2.



















Figure 1.2: Conceptual Framework: Teacher-parent Collaboration in IEP





Key players
in IEP are:

(i) Teachers
(ii) Parents


Willingness to
communicate
Understanding in
IEP
implementation
Expectations from
each other
Perceived roles

Difference between
teachers and parents
understanding in IEP
Difference between
teachers and parents
willingness to communicate
22

1.9 Scope and Limitations

The scope of this study evolves around a non profit organization school
selected in J ohor Bahru, Malaysia. The school, built on 21 of May 1979, aims to
increase the societys awareness toward the treatment, guidance, and training
services of children with special needs. The school was established with a vision to
provide quality services to students with special needs in order for them to lead
independent and meaningful life in the future. The associations mission was to
instill awareness, understanding, acceptance and participation in collaboration with
the community to create a deserving environment for students with disabilities. The
school aims to meet the following objectives:

(i) To provide opportunities and quality facilities to cater to their special
needs.
(ii) To provide special guidance, training and therapy.
(iii) To provide opening for children with special needs to develop their potential
in life.
(iv) To increase professionalism among the teachers and staff in accordance
to the current Technology in Special Education.

In line with its vision and mission, the school is well equipped with various
facilities to enhance the services provided for the students. These include a computer
lab, music room, multi sensory room, speech therapy room, gross motor therapy
room, soft play room, gymnasium and hydro therapy pool.

The school is registered under the Education Act 1996 (Act 550) and Selected
Regulations (2004). All its teachers have also received Teaching Permit under the
same Act. There were21 Malay female teachers teaching in the school. The school is
headed by a principal and a vice principal. Other supporting staff includes
administrators, cook, cleaners and transport drivers to ensure smooth daily operation
of the school.

23

Currently, there are 90 students of various races with special needs studying
in the school. The school caters to the needs of students with various disabilities. The
school accepts students based on these requirements:

(i) Malaysians
(ii) Aged between 6 to 17
(iii) Special needs confirmed by medical or clinical officer
(iv) Owns Special Needs Identification Card from the Welfare
Department
(v) Have undergone screening tests
(vi) Have undergone diagnostic test
(vii) Will be on trial session for three months

The school practices a small teacher student ratio of one teacher to five
students in a class. The classes are divided into five different levels namely the pre-
school level, primary level, secondary level, upper level and protection workshop
level. However, IEP is provided only for all students in the pre-school level and a
few of the primary level students. These students are believed to require
individualized attention in order to focus on certain aspects of their development that
require improvement and IEP is a mean in which all members involved can plan
appropriate programmes that caters to the students needs.

Teachers involved were expected to gather as much information as possible
on the strengths, weaknesses as well as the needs of the students that would aid them
in their learning process. This information comprised of students biodata, life
history including health aspects, developmental progress, diagnostic tests, and
observations made on the students physical, emotional, social and cognitive
development. The report gathered would then be analyzed, construed and recorded as
an initial data collection which acts as a guideline during teacher-parent meeting in
which decisions on objectives and instructions would then be decided for the
students IEP.


24

The conclusions gained from this study were subjected to a number of
limitations. Firstly, as a voluntary self-report survey method was used, the
respondents might only represent the teachers and parents (both fathers and mothers)
who were involved in this study in the selected school. Secondly, this study only
involved the teachers and parents as key players in the IEP process. Thirdly, the data
in this study may not be generalized to other centers whose programmes and services
vary in quality and quantity than the selected non profit organization special
education centre. Next, it is limited by the accuracy of the participants responses as
part of the study employs a self-reported questionnaire survey (Kerlinger & Lee,
2000).

The survey instrument is designed to suit the required context in Malaysia for
this doctoral study and thus, is limited to this study. As the participants will be asked
to complete the survey, it may have resulted in a change of their opinions when their
behaviors are being quantified. Last but not least, the data in this study are qualitative
and quantitative in nature. As such qualitative components explore on research
participants opinions in-depth while the quantitative components confines them to
specific choices in the questionnaires thus making inferential statistics not suitable to
be carried out.



1.10 Assumptions

1.10.1 The respondents are assumed to have answered the survey items
precisely and truthfully.

1.10.2 The instruments used are assumed to measure the roles of both parents
and teachers.

1.10.3 Information used in designing the survey is assumed to be current and
accurate.

25

1.10.4 The respondents, both the teachers and parents, are assumed to have
the background necessary to complete the survey.

1.10.5 The research is done with the interest of the children with special
needs and researcher has done her best to be sensitive towards the culture, social and
economic status and the education system in Malaysia.



1.11 Definition of Terms

This section is divided into two categories; the conceptual definitions and
operational definitions.



1.11.1 Conceptual Definitions

The following are the conceptual definitions that provide an overview of
several terms frequently used throughout this research.

1.11.1.1 Special Education

Special education is defined by IDEA as specially designed instruction to
meet individual unique needs of a child with disabilities (Individuals with
Disabilities Education Improvement Act of 2003). Special instruction involves
addressing special problems in teaching and learning that may have to do with a wide
variety of disabilities such as physical, social, emotional, sensory behavioral or
academic or even combinations of various disabilities. According to Salamanca
Statement on Principles, Policy and Practice in Special Needs Education (1994), the
challenge that schools and educators face would be in developing a child-centered
pedagogy that focuses on educating all children successfully regardless of their needs
and disabilities. It was also mentioned in the Statement that effort is needed to
26

establish schools that not only provide eminent service in education but able to
change discriminatory attitudes in the community.

According to Fuchs and Fuchs (1995), special education if practiced as it
should be, was unlike the general education along several vital aspects of
instructions. They added that the instructional differences among other things involve
the training teachers receive, class size, degree of individualized attention needed by
each child and the scope of the students assessment. Student with learning
disabilities need special instruction in specific or related services of their needs that
they will gain and benefit from the special education services provided for them.

Special education programme in Malaysia is an ongoing effort to encourage
optimum development among the students with special needs into becoming well
balanced and productive citizens in line with the National Education Philosophy of
Malaysia. The curriculum in special education classes does not differ very much to
the curriculum adheres to the normal students. Appropriate adjustments need to be
taken by the teachers based on the knowledge and skills that is to be developed
among students.

1.11.1.2 Special School

Special schools refers to centers that provide education needs for the students
with disabilities in which the programme is administered by a non profit organization
and many such centers in Malaysia are run by or financed by NGOs. However, the
non profit organization special schools in Malaysia continue to liaise with the Special
Education Unit of the Ministry of Education and are given support in terms of
guidance as well as other related matters.

1.11.1.3 Special Education Teacher (referred to as teachers in this study)

Harvey and Purnell (1995) suggested that in order to achieve high quality
service for students and their parents, teacher training should be on a continuous
basis as teachers need sustained development rather than short term training
programmes. Therefore, the schools planning process in staff development
27

programmes should emphasize on training needs or needs assessment such as in IEP
services rendered.

Teacher training according to Epstein (1993) significantly predicts program
quality which in turn yields to better program quality which children benefit from.
However, teacher training alone seems to be insufficient to produce successful
education programme. As such according to Heward (2003), a professional
infrastructure that included support services in consultation, supervision, curriculum
and instructional materials is required to further improve teaching practice among the
special education teachers.

1.11.1.4 Teacher-parent Collaboration

Bauer and Shea (2003) defined collaboration as the existence of shared power
among people aimed towards a common goal that could not be achieved otherwise
by a single individual or organization independently. It is important to share common
beliefs and values for building strong teacher-parent partnership that will contribute
to the enhancement in learning among the children with special needs.

Dettmer, Dyck and Thurston (1996) reiterated that collaboration not only
involved the development but more importantly the preservation of positive and
respectful relationship which include mutual problem-solving and shared decision-
making. Apart from the above statement, Cook and Friend (1990) added that it is
important for the parties involved in the partnership to work towards common goals.
Nonetheless, Cramer (1998) believed that the responsibility for collaborating can
either be accountable to individuals who aim to improve professional affiliation or a
joint commitment of two or more people who wish to enhance working relationships.

Welch and Sheridan (1995) believed that increased communication enhances
understanding of roles and further encourages cooperation between teachers and
parents. Couchenour and Chrisman (2004) also shared the same view and added that
as child-related issues are being focused, coordination of support and services such
as in IEP can be improved further.

28

1.11.1.5 Individualized Education Plan

Individualized Education Plan (IEP) is designed by team members consisting
of parents, teachers, administrators and other related personnel when appropriate. It
is a contract or written document between teachers and parents which takes into
account students needs and other related services that will be provided. However,
IEP service delivery is usually managed or coordinated by the special education
teachers (Welch & Sheridan, 1995).

Based on IDEA Amendments 1997, the potential of the students and the
concerns of the parents on their education development are the necessary
consideration. Apart from that, the result of the most recent evaluation of the student
should also be made known. In recent years, changes are made in the IDEA
Improvement Act 2003 when the academic, developmental and functional needs of
students are also included in developing successful IEP.

1.11.1.6 Students with Special Needs

Students with special needs refer to individual students who need specialized
attention and instructions necessary to help them to succeed in their own ways. They
will be instructed based on the written IEP agreed between the teachers and parents
in the least restrictive environment. According to Education Act: All amendments up
to March, 1996 (1996), students with special needs refer to the visually impaired,
hearing impaired or with various learning disabilities.

1.11.1.7 Parents

In IDEA: Parent guide (2006), parent also refers to the natural or adoptive
parent, individual acting in place of a natural or adoptive parent (such as
grandparent) a foster parent, a guardian or a surrogate parent.




29

1.11.2 Operational Definitions

The operational definitions provide the specific functions of the terms used
this study.

1.11.2.1 Special Education

The school involved in this study only provides special education programme
namely for students with Down syndrome, autism, or mild to moderate intellectual
disability. The school will assess students performance before admission. This is to
ensure that these students are able to follow the schools curriculum and are trainable
to become independent as well as productive individuals in the future.

The school provides excellent facilities for quality special education
programme focusing on students needs in their development. This will give students
more opportunity to develop their talent and potential. The school also aims to
continuously improve teaching quality in line with the current technology and
community demand.

1.11.2.2 Special School

The school involved in this study is a private non profit organization that is
located in the town of J ohor Bahru, Malaysia. It was built with the aim to instill
awareness among the community on their responsibility to provide education and
training services for students with disabilities. The organization hopes that with
community involvement, the services provided by the school can be enhanced thus
enabling these students to lead better prospects. Apart from raising its own fund to
run the centre, it is also financially supported by the government as well as the state
of J ohor.

1.11.2.3 Special Education Teacher (referred to as teachers in this study)

They were described in this study as teachers who taught in the special
education school where this study was conducted. These teachers received training
30

that not only equipped them with the necessary teaching pedagogy in this field but
also in understanding the characteristics of the disabilities of their students (Hallahan
et al., 2005).

All teachers at the centre received specialized training in special education
either at certificate or diploma level. The school also promotes a climate of
professional growth, providing teachers with in-service staff development activities
to improve on their skills and experience. Training and staff development
programmes contribute to the quality of teaching and increases their professional
satisfaction. Formal and informal training approaches such as participation in
seminars, workshops as well as on-the-job training are also part of on-going training
programmes.

1.11.2.4 Teacher-parent Collaboration

Collaboration in this study was seen as a mechanism where teachers and
parents should work together thus achieving the mutually agreed objectives in IEP.
Consistent with the scope of this study, teachers and parents were considered as
significant people or key players involved in IEP process with their own rights and
responsibilities but equal opportunities in decision-making. Collaboration required
cooperation and close relationship between them which include having to interact
and communicate with each other constantly. The components required by teachers
and parents in order to collaborate effectively could be better understood in order to
generate beneficial outcomes in the students progress.

Collaboration in IEP among teachers and parents arise from their
understanding, willingness to communicate, their roles as well as expectations of
each other. Collaboration in the four aspects mentioned provides opportunities for
teachers and parents to support and motivate one another. Such collaborative moves
would generate positive influence on both parties, encouraging them to reflect and
explore on ways to work together to further improve students learning. More
importantly, these variables encouraged collaboration amongst teachers and parents
in order for them to cope with the responsibilities that they have to uphold and carry
out in IEP implementation.
31

In view of the IEP program, teachers should not consider themselves as
working in isolation from parents. They should focus on developing a professional
community of collaborative teachers and parents involved in this study. They should
embrace the concepts of collaboration and take responsibility for their individual
understanding, willingness to communicate, roles as well as expectations of each
other in IEP implementation. These factors place the onus for proactive interaction
between teachers and parents in IEP implementation thus simultaneously put them in
a teacher-parent collaboration arena.

The researcher believed that teacher-parent collaboration could be created by
the policies that have been legislated in IEP. These policies provided the school with
the required guidelines to carry out the IEP program. In IEP implementation process,
teachers and parents acquired skills and knowledge as well as feedback on the
students development through meeting sessions so that they were able to collaborate
and achieve the desired goals for the students.

1.11.2.5 Individualized Education Plan

In this study, focus was put only on IEP program provided at the school as an
avenue to explore teacher-parent collaboration. IEP implementation required teachers
and parents to work together, establishing collaborative efforts to carry out the plan
effectively. The program focused on catering to the individual needs of the students
thus making it essential for teachers to work hand-in-hand with individual students
parents. Teachers and parents, as key players in the development of IEP for the
students, should decide together the area the students need to focus on to further
improve on their skills and knowledge. These areas included academic, physical and
social skills as well as in behavioral aspects.

1.11.2.6 Students with Special Needs

The school caters to various types of students with special needs namely
those who are autistic, with Down syndrome, or are intellectually disabled. The
school believes that students with special needs are teachable if they are able to
manage themselves and not dependent on others. These students are evaluated by the
32

special school to determine their eligibility for the services being offered at the
centre.

1.11.2.7 Parents

Parents in this study refer to the persons who raise and show care for their
children. They refer to both the mothers and fathers of the students. Parents should
have the knowledge about the welfare and their childrens needs. In writing students
IEP, parents are expected to be involved actively and cooperate with the teachers to
bring forward their ideas and expectations on their childrens educational goals.



1.12 Summary

In this chapter, the researcher discussed the importance of teachers and
parents collaborative efforts in determining the effectiveness and quality teaching in
Individualized Education Plan (IEP). As team members in the implementation of
IEP, teachers and parents should collaborate in creating the best education that
contribute productively to students total development. Therefore, research looking
into teachers and parents functionality in special education programmes should
continue to be encouraged and developed.

The Ministry of Education of Malaysia aims to improve the teaching
profession by providing quality teacher training programmes to keep up with global
current changes in education. In order to find out teachers and parents collaboration
efforts on students development, it was vital to explore their views in their
understanding, roles, willingness to communicate and expectations of each other in
IEP implementation. Hence, it was important to look at these variables in exploring
teacher-parent collaboration that was established in the school involved in this study.

The research objectives were constructed to determine the research questions.
Conceptual as well as operational definitions of various terms were also discussed in
this chapter.