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Concerns of parents and teachers of children with autism in elementary school / Gazi F. AZAD in Autism, 20-4 (May 2016)
[article]
Titre : Concerns of parents and teachers of children with autism in elementary school Type de document : Texte imprimé et/ou numérique Auteurs : Gazi F. AZAD, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.435-441 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorders family–school partnerships parent–teacher communication Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361315588199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.435-441[article] Concerns of parents and teachers of children with autism in elementary school [Texte imprimé et/ou numérique] / Gazi F. AZAD, Auteur ; David S. MANDELL, Auteur . - p.435-441.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.435-441
Mots-clés : autism autism spectrum disorders family–school partnerships parent–teacher communication Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361315588199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287