Home–school collaboration to promote mind–body health.

This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

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Home/School Collaboration: A Model to Promote Family/School Partnerships in Preschool Special Education Programs For Children at Risk

N H S A Research Quarterly ◽

10.1207/s19309325nhsa0102_11 ◽

1997 ◽

Vol 1 (2) ◽

pp. 71-73

Author(s):

Judith S. Bloch

Keyword(s):

At Risk ◽

Special Education ◽

Home School ◽

Children At Risk ◽

Education Programs ◽

School Partnerships ◽

Preschool Special Education ◽

School Collaboration ◽

Special Education Programs

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Teachers’ Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism

The Qualitative Report ◽

10.46743/2160-3715/2019.3408 ◽

2019 ◽

Author(s):

Chana Josilowski

Keyword(s):

Research Question ◽

Children With Autism ◽

Geographic Area ◽

Parental Engagement ◽

The Body ◽

Home School ◽

Future Research ◽

Teachers Perceptions ◽

School Collaboration ◽

Involved Parents

This study aimed to explore the relationship between teachers and students’ families and address the deficiencies in the body of research regarding the performance gap between children with autism and their age-equivalent peers. The research question was: How do teachers of children with autism perceive the home-school collaboration and its impact on learning? Ten state-certified special educators with at least 3 years’ experience teaching children with autism, and experience collaborating with their students’ families participated in face-to-face interviews, answering 8 open-ended questions in this generic qualitative study. Inductive thematic analysis yielded 6 themes: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges impact collaboration, (e) parental involvement is imperative, and (f) teachers find ways to promote parental engagement. A strong home-school connection improved students’ ability to grasp material in the classroom, decreased the children’s anxiety and enhanced their sense of security; also, involved parents reinforced the learning process at home. Recommendations for future research include studying a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.

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