Teacher Perspectives on Information Sharing and Parent Knowledge of Special Education

Autor/inn/en	Farley, Jennifer; Huscroft-D'Angelo, Jacqueline; Hurly, Kristin Duppong; Aitken, A. Angelique; Trout, Alexandra L.
Titel	Teacher Perspectives on Information Sharing and Parent Knowledge of Special Education
Quelle	In: Journal of At-Risk Issues, 24 (2022) 1, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Teacher Attitudes; Information Dissemination; Parents; Knowledge Level; Special Education; Special Education Teachers; Parent Attitudes; Access to Information; School Role; Board of Education Role; Educational Legislation; Students with Disabilities; Equal Education; Federal Legislation; Satisfaction; Educational Practices; Individualized Education Programs + Suchen Sie Ihr Suchwort? Lehrerverhalten; Informationsverbreitung; Eltern; Wissensbasis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elternverhalten; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Zufriedenheit; Bildungspraxis; Individualized education program; Individualisierendes Lernen
Abstract	Policy and professional standards shape the way that special education teachers partner with parents. Such partnership is key to engaging parents in the process of special education and can serve as the foundation for collaboration and information sharing. Although the literature describes recommendations for how teachers can provide information to parents, few studies examine what information teachers provide. The purpose of this exploratory study was to investigate how teachers perceive school information sharing and parents' knowledge relative to special education. To understand these perspectives, we developed and piloted the Parent Knowledge and Resources in Special Education--Teacher Version survey, with a group of 142 special education teachers. Results indicated that 67.6% of teachers perceived parents to be satisfied or very satisfied with the special education information received from schools. However, teachers had varied perspectives on how well parents understand special education, and the majority (56%) did not feel resources and supports to help parents better understand special education exist. Teachers perceived that schools most frequently encouraged parents to access information through conversations with teachers (75.9%), conversations with school administrators (44.4%), and paper handouts provided by the school (41.9%). Teachers also reported that how well school districts provided information varied by special education topic. We also identify implications of the study results and areas for future research. (As Provided).
Anmerkungen	National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ndpc@dropoutprevention.org; Web site: http://dropoutprevention.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01