Home-school collaboration and parent education for students with physical disabilities : a school-based study

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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School-based Clubs as a Mechanism to Increase Student Interest in Materials Science Engineering and Nanotechnology among Underserved Groups

MRS Proceedings ◽

10.1557/opl.2011.592 ◽

2011 ◽

Vol 1320 ◽

Author(s):

Sandra L. Dika ◽

Jaquelina E. Alvarez ◽

Jeannette Santos ◽

O. Marcelo Suárez

Keyword(s):

Puerto Rico ◽

Parent Education ◽

Low Income ◽

Materials Science ◽

Educational Aspirations ◽

Education Level ◽

School Level ◽

Student Interest ◽

Science And Engineering ◽

School Based

ABSTRACTSince 2005, the University of Puerto Rico-Mayagüez (UPRM) has co-facilitated materials science and engineering (MSE) clubs at low-income middle and high schools in Western Puerto Rico to increase awareness and interest in the areas of materials science, nanotechnology, and engineering. In this article, we describe the club activities and share the results of the 2009 end-of-year assessment regarding knowledge, interest, and educational aspirations in MSE, along with differences based on gender, parent education level, and school level. Overall, participants expressed positive opinions about engineering as a career. While students expressed high interest in pursuing university studies in science and engineering, some differences became apparent based on gender, parent education level, and school level. There were also differences between boys and girls in perceived knowledge gains. The results of this assessment provide promising evidence that school-based MSE clubs may help attract underserved students into the MSE pipeline.

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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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