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

Articles

Home-School Collaboration for Students with ASDs: Parents’ Perspectives

  • Mary A. Houser, Ed.D. (Author) West Chester University of Pennsylvania image/svg+xml
    Dr. Mary A. Houser received a BFA in Related Arts from Kutztown University of Pennsylvania; an MAT in Special Education from The College of New Jersey; and an EdD in Educational Leadership from Fayetteville State University. She is currently an Assistant Professor of Special Education at West Chester University of Pennsylvania. Dr. Houser has taught graduate special education courses for Walden University where she also served as a special education curriculum developer and assessor. In addition, she has taught graduate special education courses and supervised pre-service special education teachers for Campbell University (NC). Dr. Houser has worked as a learning disabilities specialist and has taught high school special education in both inclusive and self-contained settings. Her research interests include families and students with autism spectrum disorders and improving parent-teacher relationships for students with disabilities.
  • Charlotte L. Fontenot, Ed.D. (Author) Houston Baptist University image/svg+xml
    Dr. Charlotte Fontenot received a BS in Education, Curriculum and Instruction; Elementary Self Contained and Elementary Math, Texas Southern University; MEd in Generic Special Education from Texas Southern University; MEd in Education Administration at Prairie View A & M University; and her EdD in Educational Leadership, from Sam Houston State University. Dr. Fontenot has worked in the higher education system for over 7 years, including her current position as an Assistant Professor of Special Education for the College of Education and Behavioral Sciences at Houston Baptist University. Dr. Fontenot’s’ teaching focus stems around broadening the knowledge base of educators possessing zeal in servicing students with unique needs under the special education umbrella. During her service in the public school system, she taught as a Preschool Program for Children with Disabilities and Fifth grade educator, as well as serving as a district-wide Behavior Support Specialist. Dr. Fontenot's research interests are in the areas of Autism and inclusion. Current research endeavors includes integrating technology into instruction, with primary interest on the utilization of the iPad and importance of effective collaboration between home and school.
  • John Spoede, Ph.D. (Author) Houston Baptist University
    Dr. John Travis Spoede, Jr. received a BA in International Studies with a minor i n Chemistry from Baylor University; MEd in Counseling from the University of Houston-Victoria; his ATCP in Special Education from Prairie View A & M University; and his PhD i n Educational Psychology and Individual Differences with a specialty in Research, Measurement and Statistic, from University of Houston. Dr. Spoede currently serves as the Director, Center for Research and Doctoral Studies, and an Assistant Professor of Education for the College of Education and Behavioral Sciences at Houston Baptist University. Dr. Spoede teaches a wide variety of graduate and undergraduate courses including Special Education, Education, School Counseling and Counseling preparation, and Psychology. Dr. Spoede spent 11 years serving in the public school system, where he taught special education in both inclusion and self-contained settings, was a special education department chair and served as a school counselor. Additionally, Dr. Spoede has worked with students and adults with exceptionalities in his private practice as a Licensed Professional Counselor-Supervisor in the state of Texas. Some of Dr. Spoede's research interests are in the areas of Special Education related to technology, current trends and psycho-social factors.
DOI
https://doi.org/10.64546/jaasep.285
Abstract
Parent-teacher collaboration for students with autism spectrum disorders (ASDs) has become increasingly important due to the rise of students being diagnosed with ASDs. Today’s schools are being challenged with creating educational programs to best meet the need of this rising special needs population. This paper explores parent and special education school personnel collaboration to benefit the educational outcomes of this student population. This qualitative study examined 17 parents of school-aged children with varying ASDs using surveys and semi-structured interviews. Results indicated that parents viewed their current parent-teacher relationships as both positive and negative and found home-school communication to be an important method for keeping informed about their child’s school progress. This study also revealed that parents of children with ASDs consider lack of teacher preparation in educating this student population as a barrier to effective home-school collaboration. Suggestions for further research were recommended.
Keywords
Asperger Syndrome, Autism, Clinical Diagnosis, Content Analysis, Family School Relationship, Parent Attitudes
References

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CDC (2012). Why are Autism Spectrum Disorders Increasing? CDC Features. Retrieved from: http:/www.cdc.gov/Features/AutismPrevalence/

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There are 19 references in total.
How to Cite
Houser, M. A., Fontenot, C. L., & Spoede, J. (2015). Home-School Collaboration for Students with ASDs: Parents’ Perspectives. Journal of the American Academy of Special Education Professionals, 10(3), 83-97. https://doi.org/10.64546/jaasep.285

Fall 2015

Article Information

  • Article Type Articles
  • Submitted August 17, 2015
  • Published October 15, 2015
  • Issue Fall 2015
  • Section Articles
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