Literature Review An essential concern in special education is the attitudes and the views of teachers in regard to the involvement of the parents in facilitating the smooth learning process for special needs children. According to Berkant, Oz, and Atilgan (2019), the perceptions held by teachers can determine the degree of collaboration that exists between the teacher and parents of children with special needs. In a study to investigate the attitudes of teachers in regard to parental involvement in their children's education, Abdull, Seedee, Alzaidiyeen, Al-Shabatat, Alzeydeen, and AlAwabdeh (2011) found that in-service teachers have a positive attitude on parental involvement in the education of their children. Accordingly, many teachers are bound to support initiatives and programs that seek to foster teacher-parent involvement in facilitating a smooth learning process for children with special needs (Abdull et al., 2011). The study findings by Abdull et al. also indicated that older teachers are more likely to proactively support parental involvement in the education process of children with special needs. Notably, such elderly teachers have accumulated years of experience and, unlike young teachers, understand the special needs of these children and the role that active participation and involvement of the parent can play towards making the process of learning for these children a smooth one. In another study similar to that by Abdull et al., Dor and Rucker-Naidu (2012) investigated the attitudes of teachers on parental involvement. Using a sample of 56 elementary and secondary schools sampled from Israel and USA for comparison, Dor and Rucker-Naidu (2012) found that teachers perceive parental involvement in education as a voluntary undertaking in that parent of children with special needs as well as normal children can choose when and how to get involved in helping facilitate smooth learning for their children. Dor and Rucker-Naidu (2012) also found that teachers in both Israel and the United States are supportive of parental involvement, and many teachers are empowered by active parental involvement in the education process of children (Dor, 2013). Further, in a study that investigated teachers' perspectives of the varying factors that can have an impact on parental involvement in special education programs, Blackman and Mahon (2016) found that there are both in-school and out-of-school factors that can influence parental involvement in special education programs. In-school factors include processes and systems for parents consultations and discontinuation of programs, while out-of-school factors with the potential to influence parental involvement according to teachers are levels of collaboration and coping. Researchers have devoted much effort and resources to understand the role and the impact of parental involvement in the success of special education programs. Such an effort is of great importance, and the findings in these stud ...

1. Literature Review
An essential concern in special education is the attitudes and
the views of teachers in regard to the involvement of the parents
in facilitating the smooth learning process for special needs
children. According to Berkant, Oz, and Atilgan (2019), the
perceptions held by teachers can determine the degree of
collaboration that exists between the teacher and parents of
children with special needs. In a study to investigate the
attitudes of teachers in regard to parental involvement in their
children's education, Abdull, Seedee, Alzaidiyeen, Al-Shabatat,
Alzeydeen, and AlAwabdeh (2011) found that in-service
teachers have a positive attitude on parental involvement in the
education of their children. Accordingly, many teachers are
bound to support initiatives and programs that seek to foster
teacher-parent involvement in facilitating a smooth learning
process for children with special needs (Abdull et al., 2011).
The study findings by Abdull et al. also indicated that older
teachers are more likely to proactively support parental
involvement in the education process of children with special
needs. Notably, such elderly teachers have accumulated years of
experience and, unlike young teachers, understand the special
needs of these children and the role that active participation and
involvement of the parent can play towards making the process
of learning for these children a smooth one.
In another study similar to that by Abdull et al., Dor and
Rucker-Naidu (2012) investigated the attitudes of teachers on
parental involvement. Using a sample of 56 elementary and
secondary schools sampled from Israel and USA for
comparison, Dor and Rucker-Naidu (2012) found that teachers
perceive parental involvement in education as a voluntary
undertaking in that parent of children with special needs as well
as normal children can choose when and how to get involved in
helping facilitate smooth learning for their children. Dor and
Rucker-Naidu (2012) also found that teachers in both Israel and

2. the United States are supportive of parental involvement, and
many teachers are empowered by active parental involvement in
the education process of children (Dor, 2013). Further, in a
study that investigated teachers' perspectives of the varying
factors that can have an impact on parental involvement in
special education programs, Blackman and Mahon (2016) found
that there are both in-school and out-of-school factors that can
influence parental involvement in special education programs.
In-school factors include processes and systems for parents
consultations and discontinuation of programs, while out-of-
school factors with the potential to influence parental
involvement according to teachers are levels of collaboration
and coping.
Researchers have devoted much effort and resources to
understand the role and the impact of parental involvement in
the success of special education programs. Such an effort is of
great importance, and the findings in these studies are important
and worth reviewing to help have a clear background of the
current research study. Investigating the perceptions of parents
of children with special education in the design of
individualistic learning program based on a child's needs,
MacKichan and Harkins, (2013) found that such parental
involvement is of great importance. Particularly, parental
involvement in the development of individualistic learning
program for children with special needs helps in not only the
success of the program but also helps facilitate smooth learning
for special needs children on the basis of their learning abilities
(MacKichan & Harkins, 2013).
In another study, Murray, Handyside, Straka, and Arton-Titus
(2013) found that empowering parents is of vital important
towards helping these parents understand the ways in which
they can be involved in the education process of children with
special needs. Primarily, Murray et al. (2013) used a sample of
71 parents of children with special learning needs to understand
the role of training these parents on active participation and
involvement in the education process of children with special

3. learning needs. The study findings indicated that the training of
parents of children with special needs is of critical importance
in facilitating the involvement of these parents in the education
of their children. Particularly, Murray et al. (2013) found that
after detailed training of parents of children with special
learning needs helped these parents feel more confident on
decision-making, accessing necessary resources, positive
perception change, upholding feelings of mutual respect, group
affiliation, and their overall experience as change agents in the
learning process of children with special needs. These study
findings indicate that there is a need for stakeholders in special
education to focus on ensuring that parents of children with
special needs are sufficiently trained and equipped with the
knowledge on how they can actively participate in the learning
process of children with special needs (Balli, 2016).
The efforts to achieve parental involvement while appreciated
and supported by many teachers, there are also challenges that
hinder efficient parental involvement in the education of special
children. According to Horby and Lafaele (2011), effective
parental involvement in the education and learning process of
children with disabilities is negatively impacted by barriers
such as historical and demographic issues, political issues, and
economic issues. These barriers can significantly slow down the
process of parental involvement in four main arrears that work
together to allow for smooth learning for children with
disabilities. These areas are the child, the parent, and the
family, the parent-teacher relation, and the society, all
important for supporting the learning of children with special
needs (Horby & Lafaele, 2011). There are also challenges
associated with the smooth implementation of special education
programs that can allow for effective parental involvement in
the education of children with special needs (Qu, 2015).
Accordingly, it also becomes notable that for efficient parental
involvement in special education, parents must be empowered,
through education, on how to manage and overcome the
difficulties that these barriers may present.

4. References
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Alzeydeen, H.K., & AlAwabdeh, A. (2011). An investigation of
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Educational Research Journal, 2(8), 1402-1408.
Balli, D. (2016). Importance of parental involvement to meet
the special needs of their children with disabilities in regular
school. Academic Journal of Interdisciplinary Studies, 5(1).
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Bariroh, S. (2018). The influence of parents’ involvement on
children with special needs’ motivation and learning
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Berkant, H. S., Oz, A. S., & Atilgan, G. (2019). Parents’ and
teachers’ roles in parent involvement in special education: who
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Cobb, C. (2013). Critical entanglement: Research on culturally
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Dor, A. (2013). Israeli teachers' attitudes toward parental
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