Samantha Vlcek, Monica Cuskelly, Michelle Somerton, Scott Pedersen
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引用次数: 0
Abstract
Purpose
The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.
Design/methodology/approach
Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.
Findings
The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.
Originality/value
The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.
期刊介绍:
Qualitative Research Journal (QRJ) is an international journal devoted to the communication of the theory and practice of qualitative research in the human sciences. It is interdisciplinary and eclectic, covering all methodologies that can be described as qualitative. It offers an international forum for researchers and practitioners to advance knowledge and promote good qualitative research practices. QRJ deals comprehensively with the collection, analysis and presentation of qualitative data in the human sciences as well as theoretical and conceptual inquiry.