Perceptions of Communication Practices among Stakeholders in Special Education

Autor/inn/en	Woods, Adrienne D.; Morrison, Frederick J.; Palincsar, Annemarie S.
Titel	Perceptions of Communication Practices among Stakeholders in Special Education
Quelle	In: Journal of Emotional and Behavioral Disorders, 26 (2018) 4, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617733716
Schlagwörter	Special Education; Family School Relationship; Special Education Teachers; Parent Attitudes; Teacher Attitudes; Parent School Relationship; Comorbidity; Disabilities; Elementary School Teachers; Identification; Administrator Attitudes; General Education; Individualized Education Programs; School Districts; Suburban Schools; Specialists + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elternverhalten; Lehrerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Handicap; Behinderung; Elementary school; Grundschule; Volksschule; Identifikation; Identifizierung; Allgemein bildendes Schulwesen; Allgemeinbildung; Individualized education program; Individualisierendes Lernen; School district; Schulbezirk; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Especially important to the successful education of children with disabilities are stakeholder (parents and educators) perceptions of home-school relationships across grade levels and diagnoses. However, research on these communication patterns often excludes the perspectives of multiple stakeholders and downplays differences across disabilities. The present study investigated perceived patterns of communication among special education stakeholders through 17 qualitative, semistructured interviews. Notable results indicate that educators at younger grades are more proactive with home contact; parents who have more frequent communication with schools tend to be more satisfied with schools, but their children may also have more common or noncomorbid disabilities; most stakeholders rely on elementary-level educators to identify students with exceptionalities; and administrators are still challenged by perceptions that general and special education are two separate systems. These results are framed by disability type and comorbidity, and substantively add to the conversation regarding how to improve home--school relationships regardless of disability. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01