Parent-Teacher Collaboration: Teacher Perceptions of What Is Needed to Support Students with ASD in the Inclusive Classroom

Autor/inn/en	Schultz, Tia R.; Able, Harriet; Sreckovic, Melissa A.; White, Tamira
Titel	Parent-Teacher Collaboration: Teacher Perceptions of What Is Needed to Support Students with ASD in the Inclusive Classroom
Quelle	In: Education and Training in Autism and Developmental Disabilities, 51 (2016) 4, S.344-354 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Parent Teacher Cooperation; Teacher Attitudes; Pervasive Developmental Disorders; Inclusion; Autism; Qualitative Research; Parent Participation; Focus Groups; Interviews; Partnerships in Education; Individualized Education Programs; Regular and Special Education Relationship; Special Education Teachers; Advocacy; Disabilities; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Inklusion; Autismus; Qualitative Forschung; Elternmitwirkung; Interviewing; Interviewtechnik; Hochschulpartnerschaft; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sozialanwaltschaft; Handicap; Behinderung
Abstract	Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful parental involvement and advocacy strategies to ensure the success of students with ASD educated in inclusive settings. Through focus groups and interviews, teachers reported perceptions of parents ranging from too much involvement to not enough involvement, the importance of parental and student advocacy, and shared examples of positive parental advocacy. Implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01