ANAE - Approche Neuropsychologique des Apprentissages chez l'Enfant
Volume 28, Issue 143, 2016, Pages 443-454

Supporting teachers to also support the participation of the immigrant parents in the educational success of their children with dysphasia [Accompagner les enseignants pour soutenir la participation de parents immigrants dans la réussite éducative de leur enfant ayant une dysphasie] (Article)

Chatenoud C. , Beauregard F. , Doucet V.
  • a Département D'éducation et Formation Spécialisées, Université Du Quebec a Montreal, Case postale 8888, Montreal, QC H3C3P8, Canada
  • b Institut Universitaire. Chercheure Associee Au Laboratoire International Sur L'inclusion Scolaire, Chercheure Reguliere Au CIUSSS de la Mauricie-et-du-Centre-du-Quebec, Canada
  • c Departement D'education Chercheure Du CRIR-IRD Du CIUSS Centre-Sud-de-l'Ile de Montreal, Institut Universitaire, Université de Sherbrooke, Canada, Departement D'education et Formation Specialisees, Université Du Quebec a Montreal, Canada

Abstract

Researches on families with children who have disabilities have largely documented the importance of parent-professional relationship in enhancing family adaptability ; particularly for immigrant families. Teachers who work with these children generally aspire to develop their relationship with families and to support parents. However, research has shown that parents' involvement is poorly encouraged when families are enlisted to implement the teacher chosen intervention. Studies have also demonstrated that parents get involved in their children's educa-tion, not only through traditional activities but also through multiple ways and practices ; that are triggered by various factors. It is therefore imperative that teacher training and fields' experiences facilitate a shift in teachers' perspective on family-professional relationship and parents' involvement in school. The purpose of this paper is to describe an ongoing collaborative approach dedicated to help a group of special education teachers in their desire to facilitate the involvement process of immigrant parents who have a child with dysphasia. It also portrays the practices adopted by these teachers during the first year of the action-research project.

Author Keywords

Children with developmental disabilities Families-professional collaboration Parents' involvement Dysphasia Teacher training Immigration

Index Keywords

childhood disease teacher immigrant training social support special education Article dysphasia human professionalism parent
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85002863241&partnerID=40&md5=7a75170626653ed93afb3193cbbd39f4
ISSN: 0999792X
Original Language: French