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dc.contributor.authorSchreiner, Erin
dc.date.accessioned2021-08-11T21:09:27Z
dc.date.available2021-08-11T21:09:27Z
dc.date.issued2021-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/82269
dc.description.abstractThe purpose of this study was to examine home-school communication. Specifically, this study examined parents of students with disabilities perceptions of the communication method, frequency of the communication, content of communication, and overall satisfaction with school communication. Of particular interest was whether or not these perceptions varied across disability category and severity of disability. 41 parents of kindergarten through 12th grade students with disabilities completed an online survey assessing parents’ perceptions of home-school communication. The results revealed that parents of students with disabilities were mostly satisfied with home-school communication, and there were no significant differences across disability category or perceived severity of disability. The limitations of this study, in addition to implications and directions for future research, are addressed.en_US
dc.language.isoen_USen_US
dc.subjectChildren with disabilities--Educationen_US
dc.subjectHome and school--United Statesen_US
dc.subjectParent-teacher relationships--United Statesen_US
dc.subjectSpecial education--Parent participationen_US
dc.subjectHome schooling--United Statesen_US
dc.titleParent Perspectives on Disability and Home-School Communicationen_US
dc.typeThesisen_US


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