Collaborating with Parents during COVID-19 Online Teaching: Special Educator Perspectives

Autor/inn/en	Schuck, Rachel K.; Lambert, Rachel; Wang, Mian
Titel	Collaborating with Parents during COVID-19 Online Teaching: Special Educator Perspectives
Quelle	In: Education 3-13, 51 (2023) 2, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1967421
Schlagwörter	Cooperation; Parents; COVID-19; Pandemics; Electronic Learning; Special Education Teachers; Parent Participation; Elementary School Teachers; Parent Teacher Cooperation; Distance Education; California (Santa Barbara) + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Eltern; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Distance study; Distance learning; Fernunterricht
Abstract	Teachers whose students had trouble independently accessing the online curriculum during COVID-19 online learning had to rely heavily on parents. This paper presents findings from interviews with elementary special educators regarding their experiences collaborating with parents while teaching online. Thematic analysis generated four themes: prioritising non-academic support; increases in mutual understanding; parents implementing educational content; and providing feedback to parents. Teachers emphasised providing socio-emotional support to families and reported opportunities for teachers and parents to learn more about each other. They also highlighted several skills that were not smoothly translating to the home. Implications regarding strong teacher--parent partnerships are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01