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Parent-Teacher Collaboration as a Catalyst for Enhancing the Educational Outcomes of Children with Autism Spectrum Disorder (ASD) in Inclusive Settings in Masvingo District, Zimbabwe

Peter Makaya*

University of Technology, Mauritius.

Periodicity:January - March'2025
DOI : https://doi.org/10.26634/jpsy.18.3.21173

Abstract

This qualitative study explores the dynamics of parent-teacher collaboration in supporting learners with autism in inclusive classrooms in Masvingo District. The study used a sample of 6 teachers and 6 parents. Through semi-structured interviews and focus groups, the research reveals that family-centered collaboration is a prevalent strategy, with both parents and teachers valuing its benefits. However, challenges such as denial, lack of time, and poor communication hinder effective collaboration. The study recommends comprehensive training, dedicated communication platforms, flexible collaboration arrangements, and a supportive environment to enhance parent-teacher collaboration. By addressing systemic barriers and prioritizing collaboration, schools can improve inclusive education practices, ultimately benefiting learners with autism. This research contributes to the understanding of parent-teacher collaboration in autism support, providing insights for educators, policymakers, and stakeholders seeking to enhance inclusive education in Zimbabwean schools.

Keywords

Parent-Teacher Collaboration, Autism Spectrum Disorder (ASD), Inclusive Education, Educational Outcomes, Inclusive Classroom Settings.

How to Cite this Article?

Makaya, P. (2025). Parent-Teacher Collaboration as a Catalyst for Enhancing the Educational Outcomes of Children with Autism Spectrum Disorder (ASD) in Inclusive Settings in Masvingo District, Zimbabwe. i-manager’s Journal on Educational Psychology, 18(3), 23-31. https://doi.org/10.26634/jpsy.18.3.21173

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Parent-Teacher Collaboration as a Catalyst for Enhancing the Educational Outcomes of Children with Autism Spectrum Disorder (ASD) in Inclusive Settings in Masvingo District, Zimbabwe

Abstract

Keywords

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References

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