| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 104 === The purpose of this study is to understand current situation of Parent-Teacher Communication by exploring the cognition about Parent-Teacher Communication of parents whose children with disabilities of inclusive education, by exploring the actual situations when parents and teachers communicate, and by exploring their needs and the difficulties they encountered . The study adopted qualitative research method, gathering and analyzing data by interviewing the parents whose children are in different ages and gender.
The study results are as follows:
1. The role in communication
(1) Most of the respondents believe that parents should play an active role of information sender no matter in the beginning of the semester or during the semester, so that the tutors can realize the disable students better.
(2) Most of the respondents played an active role of information sender in Parent-Teacher Communication, but received fewer feedbacks from home-room teachers.
(3) The parents are worried to be too active to cause the pressure of the tutors. The main barrier of Parent-Teacher Communication is the lack of willingness of the tutors. They expect the feedbacks from tutors when they send information.
(4) The upbringing consciousness of the parents, the prior experience of Parent-Teacher Communication, and the attitudes of the tutors will influence the active or passive role of the parents.
2. The content of the information in communication
(1) Different from the parents in general classes, the parents in inclusive education consider that social relationship and academic performance should be included in the content of the Parent-Teacher Communication.
(2) Social relationship is the main common concerns of the parents in Parent-Teacher Communication, whatever the grades or the barrier types the students are.
(3) The tutors mostly begin the Parent-Teacher Communication with the negative messages about the behaviors or academic performance.
(4) There are gaps between the parents’ expectations and the content of the sending information and feedback from the teachers. The instructors are supposed to understand the main concerns of the parents, and to provide overall and real information actively.
3. The communication channels
(1) Parents expect multiple communication channels, except the general channels, communicating via counselor teachers or IEP meetings are also accepted.
(2) Random interview is the most common way used in Parent-Teacher Communication.
Communicating with communication book, telephone or via counselor teachers or IEP meetings are also adopted in Parent-Teacher Communication.
(3) The parents and the teachers have difficulties to operate in coordination in choosing the mediums of communication, which influence the effect of communication; IEP meetings have become formalities which can not achieve the goals of communication.
(4) The teachers and parents should decide the communication channels base on the mutual agreements. To be too overly rely on the counselor teachers may obstruct the Parent-Teacher Communication. IEP meetings should be hold in standard model to achieve the goals of communication.
The study provides recommendations to the parents whose children with disabilities of inclusive
education, the home room teacher of inclusive education, the school administrators and teacher’s training organizations as follows:
1. Suggestions for the parents whose children with disabilities of inclusive education
(1) The parents should play an active roles of information sender no matter in the beginning of the semester or during the semester, so that the tutors can realize the disable students better.
(2) The parents should participate in classroom activities often to understand class culture and to observe the interaction between the children and the mentors, and their peers.
(3) The inclusive education is not necessarily appropriate for all special education children, the physical and mental condition of the children should be considered.
(4) Respect the family life of the tutors, avoid overly disturbance, let the children learn to be independent.
(5) Take the effective interactive actions, build the mutual trust, avoid indirect communication.
2. Suggestions for the home room teacher of inclusive education
(1) The teachers should contact the parents actively to reduce parents’ anxieties due to the concerns about the situation of children’s adaption.
(2)The teachers should understand the students’ situations; focus on the advantages of the students and to be patient with the students and their parents.
(3) The teachers should cooperate with counselor teachers to construct standard model and keep in touch closely.
3. Suggestions for the school administrators
(1)Put the function of IEP meetings into effect, establish the effective model of Parent-Teacher Communication.
(2) The counselor teachers should help and encourage the parents and the tutors communicate directly.
4. Suggestions for the teacher ' s training organizations
(1)Enhance the teachers’ skills of social relationship and Parent-Teacher Communication.
(2) Fulfill teachers’ knowledge and ability about special education.
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