As schools in Russia become more inclusive for students with special educational needs (SEN), there is a scarcity of research on stakeholders' perspectives. Parents are one of the main actors in education, who possess valuable knowledge about their children and can represent their children's needs in a vicarious manner. This study gives voice to the parents of children with SEN and offers parents' perspectives on the liaison between families and schools. The article focuses on the experience of two families with children with special educational needs (namely, Autistic Spectrum Disorder and intellectual disability). Data was collected through semi-structured interviews and questionnaires and analysed using the Interpretative Phenomenological Analysis (IPA). The main findings demonstrate that parents' expertise is sometimes neglected and marginalized for different reasons and the school system in Russia is rigid and not able to adjust its approaches to different learners as well as address and allay parents' concerns. Lack of direct interaction blocks the pathway for compromises and mutual understanding. In the parents' view, teachers act on their own assumptions which are oftentimes emotionally loaded and not clearly articulated for the parents. However, parents believe that all the actors of the educational process, that is, teachers, learners and parents, would benefit if teacher-parent relationships involved a more sensitive and attentive attitude towards each other's requirements and wishes, providing opportunities for negotiating and discussing arguable issues. The paper demonstrates two cases of misunderstanding between teachers and parents and offers implications for practice in teacher education, policy-making and social work.

中文翻译：

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俄罗斯学校的包容性：探索家长的观点

随着俄罗斯学校对有特殊教育需要（SEN）的学生变得更加包容，对利益相关者观点的研究却很少。父母是教育的主要参与者之一，他们拥有关于孩子的宝贵知识，并且可以以替代的方式代表孩子的需求。本研究为有特殊教育需要的儿童家长提供意见，并提供家长对家庭与学校联络的看法。本文重点介绍了两个有特殊教育需要（即自闭症谱系障碍和智力障碍）儿童的家庭的经历。通过半结构化访谈和问卷收集数据，并使用解释现象学分析（IPA）进行分析。主要调查结果表明，家长的专业知识有时会因各种原因被忽视和边缘化，俄罗斯的学校系统僵化，无法根据不同的学习者调整其方法，也无法解决和减轻家长的担忧。缺乏直接互动阻碍了妥协和相互理解的途径。在家长看来，教师根据自己的假设行事，这​​些假设往往带有感情色彩，并且没有向家长明确阐述。然而，家长们相信，如果教师与家长之间的关系能够对彼此的要求和愿望采取更加敏感和细心的态度，并为有争议的问题提供谈判和讨论的机会，那么教育过程中的所有参与者，即教师、学习者和家长，都会受益。问题。本文展示了教师和家长之间存在误解的两个案例，并为教师教育、政策制定和社会工作的实践提供了启示。