The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report
PDF (English)

Słowa kluczowe

children from foster families
special educational needs
foster parents
cooperation between parents and the school

Jak cytować

Ćwirynkało, K. ., & Bartnikowska, U. B. (2020). The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, (29), 75–95.


Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.
PDF (English)


Ainscow M., Booth T., Dyson A., Inclusion and the standards agenda: negotiating policy pressures in England, ”International Journal of Inclusive Education” 2006, vol. 10, No. 4–5, pp. 295–308.

Assarroudi A., Heydari A., Phenomenography: A Missed Method in Medical Research, ”Acta Facultatis Medicae Naissensis” 2016, vol. 33, No. 3, pp. 217–225.

Banasiak M., Cooperation between parents and school in the context of education reform in Poland, UMK, Torun.

Barbour R., Focus group studies, PWN, Warsaw 2011.

Bartnikowska U., Special educational needs of children from foster families – scientific report, ”Disability. Discourses of Special Pedagogy” 2018, vol. 31, pp. 11–23.

Bartnikowska U., Ćwirynkało K., Functioning of a disabled child in an adoptive and foster family in the context of prior experience of child abuse in the opinion of parents, [in:] Inclusion – marginalization – exclusion and the quality of life of disabled people.

Challenges of the present day, ed. U. Bartnikowska, A. Zyta, S. Przybyliński, ed. UWM, Olsztyn 2016.

Ćwirynkało K., Bartnikowska U., Children from foster families at school. Report on the cooperation between foster parents and the school staff, ”Problems of Early Education” 2018, vol. 43, No. 3, pp. 77–85.

Ćwirynkało K., Włodarczyk-Dudka M., Arciszewska A., Parents’ satisfaction with the support provided by schools to disabled children, ”Every day upbringing” 2015, No. 3(252), pp. 47–55.

Denzin N.K., Lincoln Y.S., Introduction. The theory and practice of qualitative research, [in:] Methods of qualitative research, vol. 1, ed. N.K. Denzin, Y.S. Lincoln, PWN, Warsaw 2009.

Journal of Laws of 8th May 2020, item 821, Announcement of the Marshal of the Sejm of the Republic of Poland of 16th April 2020 on the publication of the uniform text of the Act on supporting the family and the system of foster care.

Flick U., Designing a qualitative research, PWN, Warsaw 2010.

Fries L., Klein S., Ballantyne M., Are foster children’s schools of origins always best? School quality in birth vs. foster parent neighbourhoods, ”Child & Family Social Work” 2016, vol. 21, No. 3, pp. 317–327.

Geiger J., Piel M., Lietz C., Julien-Chinn F., Empathy as an essential foundation to successful foster parenting, ”Journal of Child & Family Studies” 2016, vol. 25, No. 12, pp. 3771–3779.

Gibbs G., Analyzing qualitative data, PWN, Warsaw 2011.

Goemans A., Van Geel M., Vedder P., Over three decades of longitudinal research on the development of foster children: a meta-analysis, ”Child Abuse & Neglect” 2015, vol. 42, pp. 121–134.

Goemans A., Van Geel M., Vedder P., Foster children’s behavioural development and foster parent stress: testing a transactional model, ”Journal of Child & Family Studies” 2018, vol. 27, No. 3, pp. 990–1001.

Hodges K.L., Manda D., Nugent M.L., Simpson P.M., A Triage Tool to Assess Unmet Health Needs for Children Entering Foster Care, ”Journal of Child & Family Studies” 2018, vol. 27, pp. 475–482.

Jacobsen H., Brabrand H., Liland S.M.M., Wentzel-Larsen T., Moe V., Foster parents’ emotional investment and their young foster children’s socio-emotional functioning, ”Children & Youth Services Review” 2018, Vol. 86, pp. 200–208.

Kolankiewicz M., Children deprived of parental care, [in:] Children from risk groups, ed. J. Szymańczak, ”Studia BAS” [Sejm Analysis Office] 2009, 1(17).

Leslie L.K., Gordon J.N., Lambros K., Premji K., Peoples J., Gist K., Addressing the developmental and mental health needs of young children in foster care, ”Journal of Developmental and Behavioural Paediatrics: JDBP” 2005, vol. 26, No. 2, pp. 140–151.

Lobocki M., Cooperation between teachers and parents in the process of education, Nasza Księgarnia, Warsaw 1985.

Lobocki M., Out of concern for upbringing at school, Oficyna Wydawnicza „Impuls”, Kraków 2007.

Maaskant A.M., Van Rooij F.B., Hermanns J.M., Mental health and associated risk factors of Dutch school aged foster children placed in long-term foster care, ”Children and Youth Services Review” 2014, vol. 44, pp. 207–216.

Makhubele J.C., Mdhluli E., Impact of drug-use amongst children in foster care placement: implications for policy considerations and practice, ”Gender & Behaviour” 2018, vol. 16, No. 1, pp. 10902–10916.

Minnis H., Everett K., Pelosi A.J., Dunn J., Knapp M., Children in Foster Care: Mental Health, Service Use and Costs, ”European Child & Adolescent Psychiatry” 2006, vol. 15, No. 2, pp. 63–70.

Mires C.B., Lee D.L., Every child that is a foster child is marked from the beginning: The home-school communication experiences of foster parents of children with disabilities, ”Child Abuse & Neglect” 2018, No. 75, pp. 61–72.

Morgan D.L., Focus Groups, ”Annual Review of Sociology” 1996, No. 22, pp. 129–152.

Ozmen F., Akuzum C., Zincirli M., Selcuk G., The communication barriers between teachers and parents in primary schools, ”Eurasian Journal of Educational Research” 2016, No. 66, pp. 26–46.

Paulston R.G., Comparative pedagogy as a field of conceptual maps of paradigm theory, [in:] Disputes over education. Dilemmas and controversies in contemporary pedagogues, edited by Z. Kwieciński, L. Witkowski, IBE, Editor, Warsaw–Torun 1993.

Social assistance, child and family care in 2015,, 31.07.2018, Statistics Poland, Warsaw 2016.

Rapley T., Analysis of discourse conversations and documents, PWN, Warsaw 2010.

Rasfeld M., Bredenbach S., The Awakening School, ed. Dobra Literatura, Slupsk 2015.

Regulation of the Ministry of National Education of 9th August 2017 on the rules of organization and provision of psychological and pedagogical assistance in state schools, kindergartens and institutions, Journal of Laws of 2017, item 1591.

Rosenthal J.A., Groze V., Aguilar G.D., Adoption Outcomes for Children with Handicaps, ”Child Welfare” 1991, vol. 70, No. 6, pp. 623–636.

Rosenthal J.A., Groze V., Curiel H., Race, Social Class and Special-Needs Adoption, ”Social Work” 1990, vol. 35, No. 6, pp. 532–539.

Silver L.B., Frequency of Adoption of Children with Learning Disabilities, ”Journal of Learning Disabilities” 1989, vol. 22, No. 5, pp. 325–328.

Skilbred D.T., Iversen A.C., Moldestad B., Successful academic achievement among foster children: What did the foster parents do?, ”Child Care in Practice” 2017, vol. 23, No. 4, pp. 356–371.

Stanley S.G., Children with disabilities in foster care: the role of the school social worker in the context of special education, ”Children & Schools” 2012, vol. 34, No. 3, pp. 190–192.

Steenbekkers A., Ellingsen I.T., van der Steen S., Grietens H., Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse, ”Journal of Child & Family Studies” 2018, vol. 27, pp. 1324–1335.

Stein-Steele E.C., Perspectives of foster parents on parental roles and involvement in their foster children’s academic work, ”Journal of Ethnographic & Qualitative Research” 2015, vol. 9, No. 4, pp. 317–332.

UNESCO 1994 The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education, Access and Quality, Salamanca, Spain, 7–10th June 1994, UNESCO, Paris 1994.

Welch V., Jones Ch., Stalker K., Stewart A., Permanence for disabled children and young people through foster care and adoption: A selective review of international literature, “Children & Youth Services Review” 2015, vol. 53, pp. 137–146.

Westergård E., Teacher Competencies and Parental Cooperation, ”International Journal about Parents in Education” 2013, vol. 7, No. 2, pp. 91–99.

Zajac L., Dozier M., Raby K.L., Receptive vocabulary development of children placed in foster care and children who remained with birth parents after involvement with child protective services, ”Child Maltreatment” 2019, vol. 24, No. 1, pp. 107–112.


Brak dostępnych danych do wyświetlenia.