Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Trust and Communication: Perspectives of Mothers of Children with Disabilities on the Role and Importance of Communication in Trusting Relationships with Teachers

  • Julia B. Stoner Ed.D., CCC-SLP (Author) Illinois State University image/svg+xml
    Julia B. Stoner, Ed.D., CCC-SLP is a professor in the Department of Special Education at Illinois State University. Dr. Stoner is a certified speech and language pathologist and has published numerous articles related to family and professional issues, augmentative and alternative communication, assistive technology, trust and parental advocacy issues, and social-pragmatic communication interventions with young children.
  • Maureen E. Angell, Ph.D. (Author) Illinois State University
    Maureen E. Angell, Ph.D., Professor Emerita at Illinois State University, engages in single-case and qualitative research focusing on social-pragmatic communication and literacy skills, dysphagia management, differentiated instruction, systematic instructional strategies, trust and parental advocacy issues, and self-determination in individuals with disabilities.
DOI
https://doi.org/10.64546/jaasep.237
Abstract
Trust is imperative to effective relationships between teachers and parents of children with disabilities. Communication is the foundation on which trust is established and maintained. This study employed a qualitative research design to investigate the perspectives of 16 mothers of children with varying disabilities, of varying ages, and from varying geographical regions regarding the role of communication in establishing and maintaining trust with their children’s teachers. Analysis of the interview data revealed that (1) the mothers used two primary communication strategies, dialogic and problem-focused, when interacting with their children’s teachers, and (2) the perceived teacher responses had a significant effect on either facilitating or inhibiting trust in mother-teacher relationships. Discussion of the findings addresses recommendations for education professionals as they forge effective and trusting home-school partnerships with parents of children with disabilities.
Keywords
Parent Attitudes, Parent Teacher Cooperation, Children, Interpersonal Communication, Disabilities, Qualitative Research
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How to Cite
Stoner, J. B., & Angell, M. E. (2014). Trust and Communication: Perspectives of Mothers of Children with Disabilities on the Role and Importance of Communication in Trusting Relationships with Teachers. Journal of the American Academy of Special Education Professionals, 9(1), 141-162. https://doi.org/10.64546/jaasep.237

Winter 2014

Article Information

  • Article Type Articles
  • Submitted December 21, 2013
  • Published February 15, 2014
  • Issue Winter 2014
  • Section Articles
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