Examination of the Perceptions of Families with Special Needs Children towards Teachers, School Communication, and Cooperation

Autor/inn/en	Çuhaci, Elif Ecehan; Nuri, Cahit
Titel	Examination of the Perceptions of Families with Special Needs Children towards Teachers, School Communication, and Cooperation
Quelle	In: International Journal of Curriculum and Instructional Studies, 12 (2022) 2, S.473-496 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çuhaci, Elif Ecehan) ORCID (Nuri, Cahit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Students with Disabilities; Family School Relationship; Parent Teacher Cooperation; Teacher Characteristics; Special Education Teachers; Special Schools; Interpersonal Communication; Expectation; Age Differences; Gender Differences; Marital Status; Occupations; Educational Attainment; Parent Background; Parent Attitudes; Socioeconomic Influences; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Special school; Sonderschule; Interpersonale Kommunikation; Expectancy; Erwartung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Familienstand; Beruf; Berufsumfeld; Bildungsabschluss; Bildungsgut; Elternhaus; Elternverhalten; Sozioökonomischer Faktor; Ausland
Abstract	This descriptive survey study investigates the perceptions of families with special needs children regarding the teachers, school communication and cooperation in terms of teachers' sex, age, education, professional formation, and experience. 276 parents whose children benefit from special education services in a special education and rehabilitation center in Sariyer district of Istanbul province participated to the study. Demographic information form and family-teacher communication and cooperation scale were employed to gather data. Findings revealed that the teacher-school communication and expectations of families with special needs children were quite high. Their perception of cooperating with the teacher was also high, while their participation in "communication and cooperation" was found to be at a medium level. In the study, significant differences were obtained in terms of communication, expectations, and collaborations with teachers' age, gender, occupation, and parents' marital status. Moreover, as the parents' education level increased, their perceptions and opinions regarding school-teacher communication and cooperation demonstrated more positive distribution. It was revealed that parents whose monthly household income was 5000 TL and below had higher and positive views towards family-teacher communication. Lastly, significant and positive relationships were found among parents' family-teacher communication, cooperation, expectations, and participation. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01