Collaboration between Schools and Parents of Autistic Children

Are schools collaborative with
parents of autistic children

Table of Contents
ESSAY.............................................................................................................................................1
REFERENCES................................................................................................................................6

A child’s education starts from school where there are many things being taught to him.
Here, entire growth and development of child occurs that is cognitive, social, emotional, etc.
However, parents are first teacher of children as they are one who take care of their child. But
children with special needs require extra care and education (LaBarbera, 2017). It is found that
child with autism have trouble in interacting with other. They show repetitive behaviour and are
not able to sleep properly. The symptoms of autism child are problem with pronoun, echolalia,
etc. Hence, it requires schools to work in collaboration with child so that effective education is
given.
This essay will describe about how collaborative schools are with parents of autistic children.
Also, in what ways they are engaged and not. Besides, what improvement is required in it.
ESSAY
explain how collaborative schools are with parents of autistic children.
Children suffering from autistic disorder require special care and education services. The
disorder is neurodevelopment disorder that is characterised by persuasive impairment in social
interaction. Evidence has provided the details that autism develops from various genetic, non-
genetic or environmental factors. These influences have a risk that a child can develop issue of
autism in future. It has been evaluated that parents and school collaboration for children
suffering from autism is really necessary. It shows repetitive behaviour in child due to which he
or she faces problem in communicating. Also, child start disliking others. Thus, school is
required to collaborate with parents so that child learns properly (Strunk, Leisen, and Schubert,
2017). Besides, it is essential for school to develop strong relationship with parents. Moreover,
they do not know how to collaborate with family of autistic disorder children. There are already
various ways by which school get collaborate with parents of autistic children. But quality of
communication is weak due to which children are not getting proper care facilities. Parents and
teachers focus on the individual child in their care, but understandings, structure, priorities and
norms at home and school may still differ and in some cases there can be a sense of helplessness,
disagreement and confusion about how to respond to symptoms. In such situations home and
school may be in conflict and responses to problematic behaviour can be inconsistent, further
exacerbating misunderstanding and contributing to very high numbers of formal and informal
exclusions among autistic children (Avendano, and Cho,, 2020). The relationship and
communication style between teachers and parents can range from, supportive of each other but
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