Communication between home and school of children with Autistic Spectrum Disorder in primary schools.

Abstract

International and Australian studies have reported growing scrutiny of communication between home and school. Increased reliance on negotiated curriculum for all students generally and for students with disabilities specifically, has increased the urgent need to investigate this communication. In particular, the pervasive but person-specific effects of autistic spectrum disorder (ASD) on student learning require collaborative program design matched to the needs, abilities, and learning styles of an individual child. Frequent communication between the parents and regular classroom teachers about a student with ASD enables parents and teachers to share their knowledge from their different contexts when designing individualised education programs. As there are many students with ASD in Queensland primary schools, the nature of home-school communication about these students with ASD warrants exploration.