Trust in Education Professionals: Perspectives of Mothers of Children with Disabilities

Autor/inn/en	Angell, Maureen E.; Stoner, Julia B.; Shelden, Debra L.
Titel	Trust in Education Professionals: Perspectives of Mothers of Children with Disabilities
Quelle	In: Remedial and Special Education, 30 (2009) 3, S.160-176 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315648
Schlagwörter	Research Design; Qualitative Research; Teacher Characteristics; Trust (Psychology); Mothers; Family Characteristics; Disabilities; School Personnel; Instructional Leadership; Parent School Relationship; Mother Attitudes; Caring; Special Education + Suchen Sie Ihr Suchwort? Forschungsdesign; Qualitative Forschung; Mother; Mutter; Handicap; Behinderung; Schulpersonal; Instruction; Leadership; Bildung; Erziehung; Führung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mutterliebe; Care; Pflege; Sorge; Betreuung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study extends the research on issues of trust in family-professional relationships by more fully examining, within a qualitative research design, the nature of trust between parents of children with disabilities and school personnel. The authors examined the trust-related perspectives of 16 mothers of children with various disabilities at all levels of the P-12 educational system. Analysis of the mothers' responses to face-to-face interview questions yielded three primary categories that seem to influence trust: family characteristics, teacher characteristics, and school characteristics. Discussion focuses on the mothers' difficulty in defining their levels of trust and on the roles of authentic caring, child-focused orientation, communication, knowledge about child characteristics, and school climate and teaming factors that appear to facilitate or inhibit trust. Discussion also addresses implications of these findings for school leadership and the establishment of healthy family-professional relationships, especially as they affect the lives of students and families in need of special education support. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10