Role of Communication in the Context of Educating Children with Attention-Deficit/Hyperactivity Disorder: Parents' and Teachers' Perspectives

Autor/inn/en	Koro-Ljungberg, Mirka; Bussing, Regina; Wilder, JeffriAnne; Gary, Faye
Titel	Role of Communication in the Context of Educating Children with Attention-Deficit/Hyperactivity Disorder: Parents' and Teachers' Perspectives
Quelle	In: Journal of School Public Relations, 32 (2011) 1, S.41-75 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Attention Deficit Hyperactivity Disorder; Communication Strategies; Inclusion; Focus Groups; Outcomes of Education; Communication Skills; Interpersonal Communication; Parent Teacher Cooperation; Barriers; Psychological Patterns; Parent Attitudes; Teacher Attitudes; Longitudinal Studies; Mothers; Teachers; Adolescents; Context Effect + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Inklusion; Lernleistung; Schulerfolg; Kommunikationsstil; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Lehrer; Lehrerin; Lehrende; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Recent school policies increasingly support "parent-integrated" school environments, which benefit from effective parent-school collaborations and strong communication skills to ensure optimal educational outcomes. However, invisible disabilities, such as attention-deficit/hyperactivity disorder, provide unique sociopolitical contexts that shape effective communication. This qualitative study examined communication strategies between parents of students with attention-deficit/hyperactivity disorder and their teachers, using qualitative data collected in joint focus groups. Domain analysis was used to establish a conceptualization of communication that distinguishes relevant contexts (e.g., policy, situational, interpersonal) and forms of communication. Modality analysis subsequently examined the contents and functions of communicated messages. Recommendations for promoting communication skills and knowledge-building efforts are provided in relation to inclusive education of students with special learning needs. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10