Collaborative teams: Teachers, parents, and allied health professionals supporting students with Autism Spectrum Disorder

Michelle Somerton, Samantha Vleck, Christopher Rayner

Research output: Contribution to journalArticle

Abstract

Collaborative teams: Teachers, parents, and allied health professionals
supporting students with Autism Spectrum Disorder
The unique traits and behaviours of each individual student with Autism
Spectrum Disorder (ASD) often present a range of barriers to their educational
experiences and development. The present study investigated collaborative
partnerships between the three stakeholders that often support students with
ASD: teachers, parents, and allied health professionals (AHPs). With current
literature on collaboration between teachers, parents, and AHPs involved in the
education of students with ASD predominantly relating to specific skill or
knowledge acquisition, there is an insufficient understanding of ‘collaborative
processes’ and the factors that benefit or limit effective practice. The present
study explored the experiences, processes, and opinions of parents, teachers, and
AHPs supporting students with ASD in mainstream Australian primary schools.
A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs)
through an online survey, and thematic data analysis was used to qualitatively
interpret the open-ended questions. The findings highlight the current
opportunities and challenges faced by key stakeholders in this important process.

professionals; mainstream education; inclusion
Original languageEnglish
JournalAustralasian Journal of Special Education
Publication statusSubmitted - 2019

Fingerprint

Allied Health Personnel
Parents
Students
Autistic Disorder
Autism Spectrum Disorder
Education
Health

Keywords

  • collaboration, parents, autism

Cite this

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abstract = "Collaborative teams: Teachers, parents, and allied health professionalssupporting students with Autism Spectrum DisorderThe unique traits and behaviours of each individual student with AutismSpectrum Disorder (ASD) often present a range of barriers to their educationalexperiences and development. The present study investigated collaborativepartnerships between the three stakeholders that often support students withASD: teachers, parents, and allied health professionals (AHPs). With currentliterature on collaboration between teachers, parents, and AHPs involved in theeducation of students with ASD predominantly relating to specific skill orknowledge acquisition, there is an insufficient understanding of ‘collaborativeprocesses’ and the factors that benefit or limit effective practice. The presentstudy explored the experiences, processes, and opinions of parents, teachers, andAHPs supporting students with ASD in mainstream Australian primary schools.A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs)through an online survey, and thematic data analysis was used to qualitativelyinterpret the open-ended questions. The findings highlight the currentopportunities and challenges faced by key stakeholders in this important process.professionals; mainstream education; inclusion",
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