HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM

Abstract

The number of students with Autism Spectrum Disorder (ASD) continues to increase, with current statistics demonstrating that 1 in every 68 children are diagnosed with the disorder (Autism Society of America, 2012) and the use of assistive technology is widely recommended by the Council for Exceptional Children (CEC), Division of Early Childhood (DEC) as an appropriate intervention strategy to use especially with children who have autism spectrum disorders (ASD). The aim of the present study is to explore the importance of continuity in communication, interaction and instruction between parents and teachers in regards to student learning outcomes through training and implementation of the online assistive technology program. Teachers (n=8) and students (n=16) enrolled in self-contained classrooms within the public school system representing preschool, elementary, middle and high school programs were randomly selected as participants. A random sample of parents (n=4) representing each classroom type were selected and trained to implement the program at home. Results of this study will provide insight into the successes and challenges of bringing assistive technology into the home environment in continuing education for students with autism, the successes and challenges of parent-teacher partnerships, and the impact parent-teacher partnerships have on student learning outcomes.