Preschool Teachers' Attitudes toward the Role of Israeli Parents of Children with Autism Spectrum Disorder

Autor/inn/en	Gavish, Bella; Fleischmann, Amos
Titel	Preschool Teachers' Attitudes toward the Role of Israeli Parents of Children with Autism Spectrum Disorder
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 3, S.357-370 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1716210
Schlagwörter	Preschool Teachers; Teacher Attitudes; Parent Role; Foreign Countries; Autism Spectrum Disorders; Teacher Student Relationship; Grounded Theory; Teacher Role; Parent Teacher Cooperation; Preschool Children; Israel + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Parental role; Elternrolle; Ausland; Autism; Autismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	In this qualitative constructivist study, 36 Israeli preschool teachers who work with children with autism spectrum disorder (ASD) were asked how they perceive the role of parents of children with ASD in their work. Data gathered in semi-structured in-depth interviews are analyzed via grounded theory. The findings show that preschool teachers attribute four roles to parents that complement four roles they attribute to themselves: they are trainers, with parents as their apprentices; service providers, with parents as their customers; therapists, with parents as their 'patients'; and full-fledged partners. When parents adhere to their assigned roles, teachers are empowered and their experiences validate and corroborate their own perceived roles. When parents transgress their assigned roles, teachers are affected negatively and most are disappointed and frustrated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01