Fostering collaborative family-school relationships to support students on the autism spectrum

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    Collaboration between schools and families is vital for ensuring the best outcomes possible for all students. Extensive evidence exists for the effectiveness of active parental involvement in improving academic and social outcomes for students with disabilities. For students on the autism spectrum, building collaborative relationships between home and school is crucial. This chapter reviews a range of established models and current initiatives in fostering collaboration to better support students with autism. Important prerequisites to and key elements of successful family–school collaboration are identified as well as common challenges to implementing collaborative practice. Finally, some current directions in education research that focus on the perspectives of families and students on the spectrum are briefly reviewed.
    Original languageEnglish
    Title of host publicationThe SAGE handbook of autism and education
    EditorsRita Jordan, Jacqueline M. Roberts, Kara Hume
    Place of PublicationLondon
    PublisherSAGE Publications
    Chapter25
    Pages351-362
    Number of pages12
    ISBN (Electronic)9781526418975
    ISBN (Print)9781473959538
    Publication statusPublished - 2019

    Publication series

    NameSage Reference
    PublisherSage

    Keywords

    • autism
    • education
    • family
    • school collaboration

    Fingerprint

    Dive into the research topics of 'Fostering collaborative family-school relationships to support students on the autism spectrum'. Together they form a unique fingerprint.

    Cite this