Organization and Management of the Ways in Which Teachers and Parents with Children with ASD Communicate and Collaborate with Each Other

Autor/inn/en	Syriopoulou-Delli, Christine K.; Polychronopoulou, Stavroula A.
Titel	Organization and Management of the Ways in Which Teachers and Parents with Children with ASD Communicate and Collaborate with Each Other
Quelle	In: International Journal of Developmental Disabilities, 65 (2019) 1, S.31-48 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2017.1359355
Schlagwörter	Parent Teacher Cooperation; Parent Attitudes; Teacher Attitudes; Autism; Pervasive Developmental Disorders; Students with Disabilities; Foreign Countries; Interpersonal Communication; Parent Participation; Parents; Elementary School Teachers; Elementary School Students; Special Needs Students; Mainstreaming; Greece + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Lehrerverhalten; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Interpersonale Kommunikation; Elternmitwirkung; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Griechenland
Abstract	Objectives: This study empirically investigates critical issues relating to prevailing views and perceptions of teachers and parents with children with Autism Spectrum Disorders (ASD) towards the organization and management of approaches to their efficient collaboration and communication. Methods: A total sample of 171 teachers and 50 parents with children with ASD attending primary mainstream or special school units in Greece were randomly selected and were subsequently invited to answer a structured questionnaire. Results: The key empirical results indicate 50.9% of teachers believe teacher-parent meetings for communication and information purposes should be arranged by the schools once a month; 49.1% of teachers once a week; and, the majority of parents (98%) every month. The majority of teachers (90.6%) are seen to contain the view that meetings with children's parents are critical; 90.1% of them feel respect for their students' parents; and, 69.6% of them take parents' views on their children's performance and behavior very seriously. All parents consider it very important to get to know children's teachers; the majority (82%) feel respect for their children's teachers; 76% of them take teachers' views on their children's performance and behavior into serious consideration; 39.2% of teachers and 88.0% of parents recognize their children's special educational needs. Conclusion: The critical factors found to play a fundamental role in teachers' views include: the work unit; previous experience of ASD; and, relevant postgraduate studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01