Little things mean a lot: parent perspectives on positive teacher-parent communication when students have disability
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141155299. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
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Description
Productive teacher-parent partnerships are important to successful
student outcomes and rely on positive teacher-parent communication, particularly when students have disability. Through semistructured focus group and individual interviews, 17 parents of students with disability provided first-hand accounts of teacher communication that facilitated successful teacher-parent partnership. Key findings include the importance of the ‘little things’ that teachers say and do, for example, welcoming, day-to-day interactions that are foundational to effective teacher-parent communication. Other important contributions include examples of how teachers operationalise constructive communication, and contextual factors that enable positive teacher-parent interactions (for example, location, time). It was concluded that, despite extensive evidence in the literature of communication difficulties between
teachers and parents of students with disability, many successful practices are being used by teachers. The findings reported here provide authentic insights into positive, productive teacher-parent communication strategies.
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ID Code: | 242063 | ||||||
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Item Type: | Contribution to Journal (Journal Article) | ||||||
Refereed: | Yes | ||||||
ORCID iD: |
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Additional Information: | Funding: This work was supported by the QUT Centre for Inclusive Education (C4IE). | ||||||
Measurements or Duration: | 14 pages | ||||||
DOI: | 10.1080/13540602.2023.2241020 | ||||||
ISSN: | 1354-0602 | ||||||
Pure ID: | 141155299 | ||||||
Divisions: | Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Early Childhood & Inclusive Education |
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Copyright Owner: | 2023 The Authors | ||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
Deposited On: | 01 Aug 2023 04:17 | ||||||
Last Modified: | 28 Jun 2024 17:22 |
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