Developing Positive School-Home Relationships through Structured Conversations with Parents of Learners with Special Educational Needs and Disabilities (SEND)

Autor/inn/en	Lendrum, Ann; Barlow, Alexandra; Humphrey, Neil
Titel	Developing Positive School-Home Relationships through Structured Conversations with Parents of Learners with Special Educational Needs and Disabilities (SEND)
Quelle	In: Journal of Research in Special Educational Needs, 15 (2015) 2, S.87-96 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12023
Schlagwörter	Family School Relationship; Special Needs Students; Disabilities; Parents; Parent Participation; Intervention; Qualitative Research; Statistical Analysis; Surveys; Questionnaires; Interviews; School Personnel; Stakeholders; Case Studies; Individual Differences; Fidelity; Sustainability; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Eltern; Elternmitwirkung; Qualitative Forschung; Statistische Analyse; Survey; Umfrage; Befragung; Fragebogen; Interviewing; Interviewtechnik; Schulpersonal; Case study; Fallstudie; Case Study; Individueller Unterschied; Nachhaltigkeit; Ausland
Abstract	Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners--those with special educational needs and disabilities (SEND)--may be lower than for those without difficulties. We report on research exploring a model for developing positive home-school relationships, known as "structured conversations with parents", which was implemented as part of a comprehensive intervention to improve outcomes for learners with SEND (the Achievement for All pilot). Our research design utilised both quantitative and qualitative elements, including school-level surveys, parent questionnaires, interviews with key personnel and stakeholders, and case studies of pupils/parents in participating schools across 10 local authorities in England. Our analyses suggest that the structured conversations with parents were successful in achieving their intended outcomes, albeit with important caveats in relation to issues of individual differences, implementation fidelity/adherence and sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01