Perceived Responsibility for Developing and Maintaining Home-School Partnerships: The Experiences of Parents and Practitioners

Autor/in	Broomhead, Karen E.
Titel	Perceived Responsibility for Developing and Maintaining Home-School Partnerships: The Experiences of Parents and Practitioners
Quelle	In: British Journal of Special Education, 45 (2018) 4, S.435-453 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broomhead, Karen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Foreign Countries; Special Education; Special Needs Students; Disabilities; Parent School Relationship; Parent Responsibility; Teacher Responsibility; Accountability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrverpflichtung; Verantwortung
Abstract	Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well as a paucity of literature eliciting the views of educational practitioners from a SEND context. This article draws on a study which explored parent and teacher experiences of partnership, specifically focusing on perceptions of responsibility regarding the development and maintenance of these partnerships. In-depth interviews were conducted with 22 parents of children with a wide range of SENDs, and 15 educational practitioners. Findings highlighted that although there appeared to be perceived mutual responsibility regarding home-school communication, educational practitioners were overall held accountable for developing and maintaining partnerships, and were required to be trustworthy and approachable in order for positive home-school relationships to flourish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01