Teacher perspectives on partnerships on families of children with autism

Bibliographic Data

ID21723055
AuthorsSarah Westerfield Brooks (0000-0001-9853-2758, University of Pittsburgh USA, corresponding author), Rachel Schwartz (0000-0001-7838-0769, University of Pittsburgh USA), Miguel E Ampuero (0000-0001-9471-9494, University of Pittsburgh), Miguel Ampuero (University of Pittsburgh USA), Anastasia Kokina (University of Pittsburgh USA)
Year2023
Volume23
Issue2
Pages79-89
Publication date2023-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Special Educational Needs (JOURNAL)
Journal identifiersISSN: 1471-3802 • E-ISSN: 1471-3802
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.12581
OpenAlexW4308917032
LanguageEN
References cited37

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open‐ended questionnaires to examine teachers' first‐hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre‐service teacher education programs and family workshops

Autism · Developmental psychology · Focus group · Mainstreaming · Medical education · Pedagogy · Professional development · Sociology · Special education · Collaborative Teaching and Inclusion · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology · Social Psychology

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