Examination of the Perceptions of Families with Special Needs Children towards Teachers, School Communication, and Cooperation
Keywords:
Special Needs Children, Family, Communication, Teacher, Cooperation
Abstract
The present study investigates the perceptions of families with special needs children regarding the teachers, school communication and cooperation in terms of teachers’ sex, age, education, professional formation, and experience. A descriptive survey method was utilized to examine the perceptions and thoughts of families with special needs children towards family-teacher communication and cooperation. This study was carried out with 276 parents whose kids were benefitting from special education services at a special education and rehabilitation center located in Sarıyer district of Istanbul province. Demographic information form and family-teacher communication and cooperation scale were employed to gather data. Findings revealed that the teacher-school communication and expectations of families with special needs children were quite high. Their perception of cooperating with the teacher was also high, while their participation in "communication and cooperation" was found to be at a medium level. In the study, significant differences were obtained in terms of communication, expectations, and collaborations with teachers’ age, gender, occupation, and parents’ marital status. Moreover, as the parents’ education level increased, their perceptions and opinions regarding school-teacher communication and cooperation demonstrated more positive distribution. It was revealed that parents whose monthly household income was 5000 TL and below had higher and positive views towards family-teacher communication. Lastly, significant and positive relationships were found among parents' family-teacher communication, cooperation, expectations, and participation.
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References
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Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. The Elementary School Journal, 101, 35–61. https://www.journals.uchicago.edu/doi/pdf/10.1086/499658.
Güleç, Ç. H., & Genç, Z. S. (2010). An evaluation of the intervention between teacher and parent about school and family cooperation in preschool educational institution. Eğitim ve Bilim, 35(155), 158-71.
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Kellaghan, T., Sloane, K., Alvarez, B., & Bloom, B.S. (1993). The home environment and school learning: Promoting parental involvement in the education of children. San Francisco: Jossey-Bass.
Kohl, G.O., Lengua, L.J., & McMahon, R.J. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523. https://doi.org/10.1016/S0022-4405(00)00050-9.
Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100, 96–104. https://doi.org/10.1037/0022-0663.100.1.96
Kyzar, K., Mueller, T. G., Grace, F., & Haines, S. (2019). Special education teacher preparation for family-professional partnership results from a national survey of teacher educators. Teacher Education and Special Education, 42(4), 320–337. https://doi.org/10.1177/0888406419839123.
Lazarević, E., & Kopas-Vukašinović, E. (2014). The Role and Place of Parents of Children with Disabilities in Inclusive Education in Serbia. International Journal about Parents in Education, 7(2), 69-78.
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Reynolds, A.J. (1992). Comparing measures of parent involvement and their effects on academic achievement. Early Childhood Research Quarterly. 7, 441–462. https://doi.org/10.1016/0885-2006(92)90031-S
Rodriguez, R.J., Blatz, E.T., & Elbaum, B. (2014). Parents’ views of schools’ involvement efforts. Exceptional Children, 81, 79–95. https://doi.org/10.1177/0014402914532232
Salisbury, C.L. (1987). Stressors of parents with young handicapped and nonhandicapped children. Journal of the Division for Early Childhood, 1(2), 154-160. https://doi.org/10.1177/105381518701100207
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Sharabi, A., & Marom-Golan, D. (2018). Social support, education levels, and parents’ ınvolvement: a comparison between mothers and fathers of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 38(1), 54-64. https://doi.org/10.1177/0271121418762511
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Smith, T. E. (2006). Families and children with special needs: Professional and family partnerships. Pearson/Merrill Prentice Hall.
Taub, D.J. (2006). Understanding the concerns of parents of students with disabilities: challenges and roles for school counselors. Professional School Counseling Journal, 10(1), 52-57. https://doi.org/10.1177/2156759X0601001S07
Vieno, A., Perkins, D.D., Smith, T.M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36, 327–341. https://doi.org/10.1007/s10464-005-8629-8
Weiss, H.B., Mayer, E., Kreider, H., Vaughan, M., Dearing, E., Hencke, R., & Pinto, K. (2003). Making it work: Low-income working mothers' involvement in their children's education. American Educational Research Journal, 40(4), 879-901. https://doi.org/10.3102/00028312040004879
Whyte, K., & Karabon, A. E. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge approach. Teacher Education Faculty Publications, 95, 1-7. https://doi.org/10.1080/09575146.2016.1139546
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Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: creating solutions to improve family engagement. Sch. Commun. J., 26, 161–184. https://files.eric.ed.gov/fulltext/EJ1124003.pdf.
Bempechat, J. (1998). Against the odds: How “at-risk” students EXCEED expectations. San Francisco: Jossey-Bass.
Bender, W.N. (2008). Learning Disabilities: Characteristics, identification, and teaching strategies. Boston: Pearson.
Blum, R. W. , Resnick, M. D. , Nelson, R. , & St. Germaine, A. S. (1991). Family and peer issues among adolescents with spina bifida and cerebral palsy. Pediatrics, 88, 280–285. https://pediatrics.aappublications.org/content/88/2/280.
Bryk, A.S., & Driscoll, M.E. (1988). The high school as community: Contextual influences and consequences for students and teachers. Madison, WI: National Center on Effective Secondary Schools.
Carlson, C. I., Maddocks, D. L. S., & Scardamalia, K. M. (2019). Families and schools. In B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Eds.), APA handbooks in psychology®. APA handbook of contemporary family psychology: Applications and broad impact of family psychology (p. 217–233). American Psychological Association.
Coker, J.K. & Borders, L.D. (2001). An analysis of environmental and social factors affecting adolescent problem drinking. Journal of Counseling & Development, 79, 200–208. https://doi.org/10.1002/j.1556-6676.2001.tb01961.x
Coleman, J. (1987). Families and schools. Educational Researcher, 3, 32-38. https://doi.org/10.3102/0013189X016006032.
Cooc, N., & Bui, O.T. (2017). Characteristics of Parent Center Assistance From the Federation for Children With Special Needs. The Journal of Special Education, 51(3), 138-149. https://doi.org/10.1177/0022466917696285.
Cömert, D., & Güleç, H. (2004). Okulöncesi eğitim kurumlarında aile katılımının önemi: öğretmen-aile-çocuk ve kurum. Social Sciences Journal, 132. http://acikerisim.aku.edu.tr/xmlui/handle/11630/3302.
Decker, C. A., & Decker, J. R. (2005). Planning and administering early childhood programs. Prentice Hall.
Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American Journal of Education, 100(1), 20-46. https://www.journals.uchicago.edu/doi/pdf/10.1086/444003.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review (Vol. 433). London: DfES.
Eichin, N., & Volante, P. (2018). Leading school, family and community partnerships: a critical review. Rev. Compl. Education, 29, 595–611.
Eliasan, C. & Jenkins, L. (2003). A Practical Guide To Early Childhood Curriculum (Seventh Edition).
Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 1, 701–712. https://doi.org/10.1177/003172171009200326.
Ferrel, J. (2012). Family engagement and children with disabilities: A resource guide for educators and parents. Harvard Family Research Project, Harvard Graduate School of Education, 1, 3-31.
Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: implementation and evaluation to maximize family, school, and student outcomes. J. Sch. Psychology, 62, 1–10.
Garbacz, S. A., McIntyre, L. L., & Santiago, R. T. (2016). Family involvement and parent-teacher relationships for students with autism spectrum disorders. School psychology quarterly: the official journal of the Division of School Psychology. American Psychological Association, 31(4), 478–490. https://doi.org/10.1037/spq0000157.
Garbarcz, S. A., Stormshak, E., Lee, L., & Kosti, D. (2019). Examining family-school engagement in a randomized controlled trial o the family check-up. Sch. Psychology, 34, 433–443. https://doi.org/10.1037/spq0000284.
Geldenhuys, J.L. & Wevers, N.E.J. (2013). Ecological aspects influencing the implementation of inclusive education in mainstream primary schools in the Eastern Cape, South v Africa. South African Journal of Education, 33(3): 1-18. DOI: 10.15700/201503070804.
Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. The Elementary School Journal, 101, 35–61. https://www.journals.uchicago.edu/doi/pdf/10.1086/499658.
Güleç, Ç. H., & Genç, Z. S. (2010). An evaluation of the intervention between teacher and parent about school and family cooperation in preschool educational institution. Eğitim ve Bilim, 35(155), 158-71.
Güven, G. (2011). Farklı eğitim modelleri kullanılarak uygulanan aile eğitim ve aile katılım programlarının okul öncesi öğretmenlerinin uygulamalarına ve ebeveynlerin görüşlerine etkisinin incelenmesi (Doctoral Thesis). Gazi University, Ankara.
Haines, S. J. , Francis, G., Mueller, T.G., Chiu, C., Burke, M. , Kyzar, K., Turnbull, A. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion, 5(4), 234–247. https://doi.org/10.1352/2326-6988-5.4.234
Hess, Robert D., & Holloway, Susan, D. (1984). Family and school as educational institutions. In Ross Parke (Ed.), Review of child development research (Vol. 7, pp. 179-222). Chicago: University of Chicago Press.
Heward, W. L. (2003). Exceptional children: An introduction to special education (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Hoover-Dempsey, Kathleen, V. & Sandler, Howard M. (1997). Why do parents become involved in their children's education?. Review of Educational Research, 67(1), 3-42. https://doi.org/10.3102/00346543067001003.
İnal, G. (2011). Okul öncesi eğitim programında aile katılım çalışmaları. (Eds. F. Alisinanoğlu) Okul öncesi eğitimde özel öğretim yöntemleri, (ss.182- 189) Ankara: Pegemakademi Publishing.
Kellaghan, T., Sloane, K., Alvarez, B., & Bloom, B.S. (1993). The home environment and school learning: Promoting parental involvement in the education of children. San Francisco: Jossey-Bass.
Kohl, G.O., Lengua, L.J., & McMahon, R.J. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523. https://doi.org/10.1016/S0022-4405(00)00050-9.
Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100, 96–104. https://doi.org/10.1037/0022-0663.100.1.96
Kyzar, K., Mueller, T. G., Grace, F., & Haines, S. (2019). Special education teacher preparation for family-professional partnership results from a national survey of teacher educators. Teacher Education and Special Education, 42(4), 320–337. https://doi.org/10.1177/0888406419839123.
Lazarević, E., & Kopas-Vukašinović, E. (2014). The Role and Place of Parents of Children with Disabilities in Inclusive Education in Serbia. International Journal about Parents in Education, 7(2), 69-78.
Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American educational research journal, 43(2), 193-218. https://doi.org/10.3102/00028312043002193
Leyser, Y., & Kirk, R. (2011). Parents’ perspective on inclusion and schooling of students with Angelman syndrome: Suggestions for educators. International Journal of Special Education, 26(2), 79-91. https://files.eric.ed.gov/fulltext/EJ937177.pdf
Macdonald, G., Livingstone, N., & Valentine, J. C. (2017). Families and Schools Together (FAST) for improving outcomes for children and their families. The Cochrane Database of Systematic Reviews, 8, 1-13. https://doi.org/10.1002/14651858.CD012760.pub2
Mahoney, G., O'Sullivan, P., & Dennebaum, J. (1990). Maternal perceptions of early intervention services: A scale for assessing family-focused intervention. Topics in Early Childhood Special Education, 10(1), 1-15. https://doi.org/10.1177/027112149001000102.
Melhuish, E., Sylva, C., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2001). Social behavioural and cognitive development at 3-4 years in relation to family background. The effective provision of pre-school education, EPPE project (Technical paper 7). London: The Institute of Education.
Mueller, T. G., & Vick, A. M. (2019). Rebuilding the family-professional partnership through facilitated individualized education program meetings. Journal of Educational Psychological Consultation, 29(2), 99–127. https://doi.org/10.1080/10474412.2018.1470934
Mulholland, R., & Blecker, N. (2008). Parents and Special Educators: Pre-Service Teachers' Discussion Points. International Journal Of Special Education, 23(1), 48-53. https://files.eric.ed.gov/fulltext/EJ814374.pdf
Osher, D., Sprague, J., Weissberg, R.P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J.E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In: Thomas A, Grimes J, editors. Best practices in school psychology, Vol. 4. Bethesda, MD: National Association of School Psychologists, pp. 1263–1278.
Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Academy.
Quinn, P. (1998). Understanding disability: A lifespan approach. Thousand Oaks, CA: Sage.
Reynolds C.R., and Kamphaus, R.W. (2004). BASC-2: Behavior assessment system for children. New York: AGS Publishing.
Reynolds, A.J. (1992). Comparing measures of parent involvement and their effects on academic achievement. Early Childhood Research Quarterly. 7, 441–462. https://doi.org/10.1016/0885-2006(92)90031-S
Rodriguez, R.J., Blatz, E.T., & Elbaum, B. (2014). Parents’ views of schools’ involvement efforts. Exceptional Children, 81, 79–95. https://doi.org/10.1177/0014402914532232
Salisbury, C.L. (1987). Stressors of parents with young handicapped and nonhandicapped children. Journal of the Division for Early Childhood, 1(2), 154-160. https://doi.org/10.1177/105381518701100207
Schuh, Ml., Hagner, D., Dillon, A., & Dixon, B. (2015). The outcomes of family and consumer leadership education: creating positive change in disability policy and practice. Health Psychology Report, 3(2), 11-122. https://dx.doi.org/10.5114/hpr.2015.50173
Seplocha, H., (2007). Partnerships for learning: Conferencing with families. In D. Koralek (Ed.), Spotlight in young children and families (pp. 12–15). Washington, DC: National Association for the Education of Young Children.
Sharabi, A., & Marom-Golan, D. (2018). Social support, education levels, and parents’ ınvolvement: a comparison between mothers and fathers of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 38(1), 54-64. https://doi.org/10.1177/0271121418762511
Shriberg, D. (2020). The Present and Future of Consultation Scholarship: Reflections on Seven Years as Editor of Journal of Educational and Psychological Consultation. Journal of Educational and Psychological Consultation, 30(4), 395-401. https://doi.org/10.1080/10474412.2020.1818571
Smith, T. E. (2006). Families and children with special needs: Professional and family partnerships. Pearson/Merrill Prentice Hall.
Taub, D.J. (2006). Understanding the concerns of parents of students with disabilities: challenges and roles for school counselors. Professional School Counseling Journal, 10(1), 52-57. https://doi.org/10.1177/2156759X0601001S07
Vieno, A., Perkins, D.D., Smith, T.M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36, 327–341. https://doi.org/10.1007/s10464-005-8629-8
Weiss, H.B., Mayer, E., Kreider, H., Vaughan, M., Dearing, E., Hencke, R., & Pinto, K. (2003). Making it work: Low-income working mothers' involvement in their children's education. American Educational Research Journal, 40(4), 879-901. https://doi.org/10.3102/00028312040004879
Whyte, K., & Karabon, A. E. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge approach. Teacher Education Faculty Publications, 95, 1-7. https://doi.org/10.1080/09575146.2016.1139546
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Published
2022-12-09
Section
Articles
How to Cite
Çuhacı, E., & Nuri, C. (2022). Examination of the Perceptions of Families with Special Needs Children towards Teachers, School Communication, and Cooperation. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(2), 473-496. https://doi.org/https://doi.org/10.31704/ijocis.2022.019
