Abstract
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 language | English |
|---|---|
| Journal | Australasian Journal of Special Education |
| Publication status | Submitted - 2019 |
Fingerprint
Keywords
- collaboration, parents, autism
Cite this
Collaborative teams: Teachers, parents, and allied health professionals supporting students with Autism Spectrum Disorder. / Somerton, Michelle; Vleck, Samantha.
In: Australasian Journal of Special Education, 2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Collaborative teams: Teachers, parents, and allied health professionals supporting students with Autism Spectrum Disorder
AU - Somerton, Michelle
AU - Vleck, Samantha
PY - 2019
Y1 - 2019
N2 - 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
AB - 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
KW - collaboration, parents, autism
M3 - Article
JO - Australasian Journal of Special Education
JF - Australasian Journal of Special Education
SN - 1030-0112
ER -