An Investigation into Communication between Teachers and Parents of Students with Autism Spectrum Disorder

Abstract

Many schools emphasize the family partnership and its educational function. Cooperation between the school and the home is an essential building block of educational success. Since the family is the basis of the social system, this partnership is rooted in values and traditions. It also meets parents’ need for a sense of respect. The main objective of the study is to determine the nature of communication between teachers and parents of students with autism spectrum disorder (ASD) and its relationship to the students’ performance level, as described in their individualized educational program (IEP). A descriptive correlational approach was used. The sample consisted of 50 male and 14 female teachers; data were collected using a validated questionnaire prepared by researchers. The main research findings show that the level of communication between teachers and parents of students with ASD was low (from the teachers' perspectives) while the students' performance levels were average. There was a positive correlation between parent–teacher communication and student performance. In addition, there were statistically significant differences in communication based on the teachers’ gender (in favor of female teachers) and educational levels (in favor of those with a post-graduate degree). Based on these results, it can be concluded that communication between teachers and the parents of children with ASD is important and can improve their academic performance.