Evaluating students’ academic performance in special schools depends largely on several external factors that form a favorable environment for the educational process and create appropriate motivation. One of the essential aspects is the participation of family members in solving the issues of teaching children with special needs. According to Jones-Goods and Grant, cultural dissonance between school and home students’ pastimes creates challenges for students and worsens their educational outcomes. One example is the lack of pupils in mathematics since parents are not ready to allow a teacher to engage their child in complex and potentially incomprehensible science. Such an approach is a significant obstacle to a quality educational process and makes it difficult for pedagogues to make efforts and work with children. Therefore, this threshold needs to be overcome to prevent even greater academic difficulties among students.
Another manifestation of cultural dissonance in the learning environment under consideration is a discrepancy between students’ interests and the curriculum. As Jones-Goods and Grant note, the majority of learning programs are designed to most significant topics that students with special needs should study. However, quite often, not all pupils show interest in those disciplines that cause them difficulties, for instance, mathematics. As a result, knowledge gaps may become even more extensive, which is unacceptable under the reviewed conditions. This, in turn, is fraught with learning delays that should not be allowed. Therefore, making efforts to overcome the manifestations of cultural dissonance is a desirable practice in special schools in order to increase students’ interest to educational outcomes in various disciplines.