Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana.

EDUCATION of parents; TEACHER education; OCCUPATIONAL roles; CULTURE; FOCUS groups; DEAFNESS; HOME care services; MEDICAL personnel; INTERVIEWING; CONFERENCES & conventions; PATIENTS' families; SPECIAL education schools; PARENTING; INTERPROFESSIONAL relations; TEACHERS; EDUCATORS; REWARD (Psychology); TECHNOLOGY; PARENTS

This study examined the nature of partnerships that exist between parents and teachers, the attributes that influence these partnerships, and the strategies that can enhance the partnerships between parents and teachers in two schools for the deaf in the Central Region of Ghana. We conducted focus group discussions with 12 teachers and had one-to-one interviews with 13 parents. Participants described the partnerships as implicit and also indicated that the major associated attributes which affect their partnerships were parents' and teachers' role construction, neglect, sociocultural influences, and technology. The study suggested home visits, proactive outreaches, parent-teacher conferences, training, use of technology and instituting reward systems for parents and teachers who show dedication as ways of enhancing partnerships in schools for the deaf. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Disability, Development & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)