了解自闭症学生家长对学校参与的看法

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-03-18 DOI:10.1177/07419325241236378

Samantha E. Goldman, Maria P. Mello

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引用次数: 0

摘要

家庭-学校参与是自闭症学生取得成功不可或缺的因素。然而，从自闭症儿童家长的角度对家庭-学校参与的概念化进行考察的研究还很有限。有鉴于此，我们与 22 位学龄自闭症儿童（3-21 岁）的家长进行了焦点小组讨论。通过定性分析，作者确定了七种参与类型，每种类型都需要特定的支持，并存在可能限制其使用的不同障碍。这些类型包括(a) 协作伙伴关系，(b) 家校沟通，(c) 倡导，(d) 校本参与，(e) 家庭参与，(f) 服务协调，以及 (g) 课堂观察。研究结果在现有文献的基础上增加了两种新的家庭参与类型，有助于学校参与的概念化，将不同自闭症儿童家长的偏好和经验纳入其中。本文还讨论了未来研究的意义和方向。

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Understanding the Perceptions of School Engagement of Parents of Students With Autism

Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement, each of which requires specific supports and has different barriers that may limit their use. These included: (a) collaborative partnership, (b) home-school communication, (c) advocacy, (d) school-based participation, (e) home-based participation, (f) service coordination, and (g) classroom observation. Adding two novel types of family engagement to the existing literature, findings contribute to a conceptualization of school engagement that incorporates the preferences and experiences of diverse parents of children with autism. Implications and directions for future research are discussed.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.