Work

Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom

Year: 2016

Type: article

Abstract: Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful parental involvement and advocacy strategies to ensure the success of students with ASD educated in inclusive settings. Through focus groups and interviews, teachers reported perceptions of parents ranging from too much involvement to not enough involvement, the importance of parental and student advocacy, and shared examples of positive parental advocacy. Implications for practice and directions for future research are discussed.

Source: Education and Training in Autism and Developmental Disabilities

DOI: 10.1177/215416471605100403

Authors: Tia R. Schultz, Harriet Able, Melissa A. Sreckovic, Tamira White

Institutions: University of Wisconsin–Whitewater, University of North Carolina at Chapel Hill, University of Michigan–Flint

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2589549524

FWCI: 10.36

Cites: 28

Cited by: 49

Related to: 10