A Teacher-Family Consultation Approach to School-Based Intervention and Support

Autor/in	Amod, Zaytoon
Titel	A Teacher-Family Consultation Approach to School-Based Intervention and Support
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 3, S.1017-1031 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1749238
Schlagwörter	Foreign Countries; Parents; Parent Attitudes; Special Education; Psychoeducational Methods; Educational Assessment; Student Attitudes; Parent Teacher Cooperation; Children; Intervention; Consultation Programs; School Psychology; Mental Health; South Africa + Suchen Sie Ihr Suchwort? Ausland; Eltern; Elternverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; assessment; Bewertungssystem; Schülerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Child; Kind; Kinder; Fachberatung; Schulpsychologie; Psychohygiene; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Advances in school psychology and mental health highlight the role of collaborative teacher-parent engagement to ensure optimal psychoeducational support. The objective of this South African study was to explore the views of parents and learners regarding Adelman and Taylor's Initial Assessment and Consultation (IAC) shared problem-solving approach to psychoeducational intervention. This approach promotes a paradigm shift from a reductionist and individual deficit orientation to a model which places emphasis on family empowerment and systemic intervention. Data was collected using focus group interviews with 44 parents as well as by administering pre- post-IAC intervention questionnaires to 72 learners who experienced a range of barriers to learning. The research was conducted in 18 under-resourced mainstream regular education schools. Despite acknowledging challenges, parents felt that they had actively participated in the problem-solving and decision-making process with respect to their children. Paired t-test results showed a significant improvement in the views of learners regarding their school work, behaviour and home situations after participation in the IAC family sessions. While further research is recommended, the findings of this exploratory study suggest that the IAC is an adaptable approach which can potentially be applied within diverse school contexts to foster teacher-family collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11