Communicative Challenges in the Parent-Teacher Relationship Regarding Students with Special Needs

Authors

Jennifer A. Butler, University of Wisconsin - La CrosseFollow
Leslie Rogers, University of Wisconsin - La CrosseFollow
Daniel P. Modaff, University of Wisconsin - La CrosseFollow

Abstract

The current study explored the communicative challenges for parents and teachers of children with special needs. This qualitative study elicited interview data from both parents and teachers, and revealed that teachers were frustrated with parents not communicating regarding their special needs children in a way that could help prepare the teachers for the challenges they may face. Caregivers cited a lack of communication with teachers as problematic, as well as their perception of teacher as expert that led them to feel as if the teachers presented information in inaccessible ways. The findings are discussed through the lens of structuration theory.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Butler, J. A., Rogers, L., & Modaff, D. P. (2019). Communicative Challenges in the Parent-Teacher Relationship Regarding Students with Special Needs. Communication and Theater Association of Minnesota Journal, 43(1). DOI: https://doi.org/10.56816/2471-0032.1089