We Are on the Same Page! Strengthening Parent-Teacher Partnerships through Autism-Focused Training Workshops
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| Title: | We Are on the Same Page! Strengthening Parent-Teacher Partnerships through Autism-Focused Training Workshops |
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| Language: | English |
| Authors: | Syeda, Najeeba, Bruck, Susan |
| Source: | School Community Journal. 2022 32(1):225-244. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Parents, Teachers, Parent Teacher Cooperation, Training, Autism Spectrum Disorders, Teacher Workshops, Parent Workshops, Interpersonal Communication, Outcomes of Education, Student Needs |
| Geographic Terms: | Australia |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | Parent-teacher partnerships involve open and frequent communications. Successful partnerships are important contributors to the learning outcomes of students with diverse needs. However, parents and teachers often have limited opportunities to develop a shared understanding of the student on the autism spectrum and to have conversations about strategies to support the child's learning at home and school. This article evaluates a combined parent-teacher training program, held in Australia before the COVID-19 pandemic, that built and strengthened the parent-teacher partnership. Nine parents and nine teachers were interviewed one month after attending the training workshop. Parents and teachers reported improved communications and a strengthened partnership as an outcome of the training program through an improved understanding of the needs of the student on the autism spectrum. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347501 |
| Database: | ERIC |
| Abstract: | Parent-teacher partnerships involve open and frequent communications. Successful partnerships are important contributors to the learning outcomes of students with diverse needs. However, parents and teachers often have limited opportunities to develop a shared understanding of the student on the autism spectrum and to have conversations about strategies to support the child's learning at home and school. This article evaluates a combined parent-teacher training program, held in Australia before the COVID-19 pandemic, that built and strengthened the parent-teacher partnership. Nine parents and nine teachers were interviewed one month after attending the training workshop. Parents and teachers reported improved communications and a strengthened partnership as an outcome of the training program through an improved understanding of the needs of the student on the autism spectrum. |
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| ISSN: | 1059-308X 1059-308X |
