ERIC Number: EJ1098085
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Concerns of Parents and Teachers of Children with Autism in Elementary School
Azad, Gazi; Mandell, David S.
Autism: The International Journal of Research and Practice, v20 n4 p435-441 May 2016
Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent-teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent-teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent-teacher communication, rather than agreement, to facilitate home-school collaboration.
Descriptors: Autism, Parent Attitudes, Teacher Attitudes, Interviews, Special Education, Intervention, Guidelines, Parent Teacher Cooperation, Elementary School Students, Elementary School Teachers, Family School Relationship, Pervasive Developmental Disorders
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Institute of Mental Health (DHHS/NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 1F32MH101994