The practice of including students with disabilities in general education classes has spawned interest in academic interventions, such as homework, that allow these students to be successful. Previous studies have revealed a number of communication problems that can limit the effectiveness of homework as an intervention. The purpose of the present study is to investigate the perceptions and experiences of parents of children with and without disabilities regarding homework load and problems related to communication with teachers. A national survey of 265 general education parents and 83 special education parents was conducted to determine (1) whether these two groups have different experiences with homework, and (2) the extent to which they agree with each other and with teachers regarding communication problems. Results revealed that both sets of parents have had similar experiences with homework, and that both groups perceive teachers to be at fault for not initiating timely and useful communication and for lacking information about their child's needs. Results are compared with those of other studies involving teachers, and recommendations for reducing blame and enhancing communication are discussed.
ASJC Scopus subject areas
- Linguistics and Language