Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students with Autism Spectrum Disorder in Mainstream Australian Schools

Autor/inn/en	Vlcek, Samantha; Somerton, Michelle; Rayner, Christopher
Titel	Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students with Autism Spectrum Disorder in Mainstream Australian Schools
Quelle	In: Australasian Journal of Special and Inclusive Education, 44 (2020) 2, S.102-115 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vlcek, Samantha) ORCID (Somerton, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Autism; Pervasive Developmental Disorders; Teamwork; Cooperative Planning; Mainstreaming; Inclusion; Student Needs; Partnerships in Education; Parent Teacher Cooperation; Allied Health Personnel; School Community Relationship; Attitudes; Elementary Schools; Elementary School Teachers + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Attitude; Einstellung; Verhalten; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With current literature on collaboration between teachers, parents, and AHPs involved in the education of students with ASD predominantly relating to specific skill or knowledge acquisition, there was an insufficient understanding of 'collaborative processes' and the factors that benefit or limit effective practice. In the present study, the researchers explored the experiences, processes, and opinions of parents, teachers, and AHPs supporting students with ASD in mainstream Australian primary schools. A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs) through an online survey, and thematic data analysis was used to qualitatively interpret the open-ended questions. The findings highlight the current opportunities and challenges faced by key stakeholders in this important process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01