Collaboration between teachers and parents of children with ASD on issues of education. (August 2016)

• Record Type: Journal Article
• Authors: Syriopoulou-Delli, Christine K.; Cassimos, Dimitrios C.; Polychronopoulou, Stavroula A.
• Is Part Of: Research in developmental disabilities. Volume 55(2016:Aug.)
• Page Start: 330
• Page End: 345
• Publication Date: 2016-08
• Subjects: Teachers -- Parents -- Collaboration -- Autism spectrum disorder -- Education; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2016.04.011
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: ⿢ The study examines the views of teachers and parents on critical issues concerning their collaboration in the education of children with ASD. ⿢ The majority of teachers and parents were found to be of the opinion that communication and collaboration between teachers and parents are rendered as critical. ⿢ Postgraduate academic studies and working experience with children with ASD are seen to be the most important factors shaping the attitudes of teachers towards collaboration with parents. Abstract: This study examines the views of teachers and parents on critical issues concerning their collaboration in the education of children with ASD. For the purposes of this study, a total of 171 teachers and 50 parents of children with ASD, attending mainstream or special primary school units, were randomly selected in Greece in order to respond to a structured questionnaire. The majority of teachers and parents were found to be of the opinion that communication and collaboration between teachers and parents are rendered as critical [n = 165 teachers (96.5%), n = 50 parents (100%)]. Postgraduate academic studies and working experience with children with ASD are seen to be the most important factors shaping the attitudes of teachers towards collaboration with parents. On the other hand, the types of working unit teachers were employed in are seen to rank in lower importance.