Abstract:

Context:
When children start school, it is an ideal time to develop a collaborative relationship with parents. Much research has highlighted that communication is a fundamental aspect to build collaboration with parents. However, not all parents have the same opportunities to collaborate and communicate with school, due to their life contexts. For example, some parents have atypical working hours, a lack of knowledge about the school system or a partial knowledge of the language of instruction.

Purpose:
Our communication presents the results of a study that aimed to document communication methods and resources offered to parents who are considered difficult to reach and whose children are 4-year-olds attending kindergarten.

Method:
Five focus group were conducted with 33 staff members (teachers, principals, psychoeducators, etc.), in three different regions of the province of Quebec, in Canada.

Conceptual framework:
Our results are discussed based on inclusive education as theorized on four dimensions:
1) consideration of diversity,
2) deployment of resources aligned to families’ needs and realities,
3) support for meaningful participation, and
4) combating inequalities and discrimination.

Results:
Our analyses illustrate that school staff have a significant understanding of family diversity. However, they propose very few communication-related accommodations for parents. Analysis also highlights the role of other actors in the educational community in supporting school-family communication, for example, community actors. Our results underscore obstacles rooted in everyday school life as well as in institutional frameworks. Our presentation raises the need for institutions to develop a critical view of their communication practices with families, to make them more equitable and inclusive.

Keywords:

Communication, Inclusive education, Kindergarten, Parents, School.