Family-Teacher Partnerships: Families' and Teachers' Experiences of Working Together to Support Learners with Disabilities in South Africa

Autor/inn/en	McKenzie, Judith; Shanda, Nozwelo; Aldersey, Heather Michelle
Titel	Family-Teacher Partnerships: Families' and Teachers' Experiences of Working Together to Support Learners with Disabilities in South Africa
Quelle	In: British Journal of Special Education, 48 (2021) 1, S.26-49 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenzie, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12337
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Family Involvement; Partnerships in Education; Students with Disabilities; Special Schools; Regular and Special Education Relationship; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family-teacher partnerships improve children's academic performance as well as the family's quality of life. This study explores families' and teachers' co-operative experiences of supporting learners with disabilities in special and full-service schools in South Africa. Data were drawn from 39 individual interviews with teachers and five focus group discussions with 27 family members of learners with disabilities. The findings show both positive and negative interactive experiences regarding communication, extending learning from school to home, power dynamics and advocacy, and commitment. Consideration of these aspects will contribute to improving education for learners with disabilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01