Page 37 - Digital handbook - English

06 Collaboration with parents and communities

When creating and applying disability-inclusive education programs, practitioners must
grasp the subtleties of disability and the resources needed for high-quality, fair education
for learners with disabilities. The most effective method to comprehend the complexities

and requirements of the disability community is to collaborate and engage with Disabled
Persons Organizations (DPOs).

Engaging parents and the wider community (social workers, youth workers, tutors etc.) is
essential in supporting inclusive education. As mentioned by OECD (2023), technology in
education extends its benefits beyond the classroom, enhancing connections and
communication among parents, schools, and the broader community. It supports greater
collaboration by making it easier for parents to engage with schools through digital tools.

For instance, digital translation services help non-native language speakers participate
more fully, and virtual meetings can overcome logistical barriers like childcare, work

schedules, and transportation issues. However, challenges remain, such as parents'
limited time due to work and family duties, particularly in single-parent families, and a
lack of digital skills, which can hinder effective support for children's digital learning.

For digital tools to truly serve their users' needs, including parents and teachers, it's

crucial to consider their feedback during development and monitoring, aiming for
equitable and inclusive educational outcomes (summarized after OECD 2023, 30).

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