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Little Things Mean a Lot: Parent Perspectives on Positive Teacher-Parent Communication When Students Have Disabilities
This study by C4IE researchers, Dr Glenys Mann, Dr Linda Gilmore, Lynsey Kennedy-Wood, Lara Maia-Pike, and colleague, Ainsley Robertson, published in Teachers and Teaching: Theory and Practice, explores the significance of positive communication between teachers and parents for students with disabilities. Using semi-structured focus group and individual interviews, the researchers gathered insights from 17 parents of students with disabilities. The study highlights that productive teacher-parent partnerships are crucial for successful student outcomes and that positive communication plays a vital role. The findings suggest that when teachers maintain effective communication, it fosters better educational experiences for students with disabilities, promoting their academic and social development.