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Parental Communication about the Needs of Their Children: As Expressed in an Online Support Group

Parental Communication about the Needs of Their Children: As Expressed in an Online Support Group

Joan E. Aitken
Copyright: © 2014 |Pages: 12
ISBN13: 9781466645028|ISBN10: 1466645024|EISBN13: 9781466645035
DOI: 10.4018/978-1-4666-4502-8.ch074
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MLA

Aitken, Joan E. "Parental Communication about the Needs of Their Children: As Expressed in an Online Support Group." K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1270-1281. https://doi.org/10.4018/978-1-4666-4502-8.ch074

APA

Aitken, J. E. (2014). Parental Communication about the Needs of Their Children: As Expressed in an Online Support Group. In I. Management Association (Ed.), K-12 Education: Concepts, Methodologies, Tools, and Applications (pp. 1270-1281). IGI Global. https://doi.org/10.4018/978-1-4666-4502-8.ch074

Chicago

Aitken, Joan E. "Parental Communication about the Needs of Their Children: As Expressed in an Online Support Group." In K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1270-1281. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4502-8.ch074

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Abstract

The purpose of this chapter is to analyze parental use of an online support group about their children with disabilities. A content analysis was conducted of 1,718 emails from a listserv support group for parents of children who have been diagnosed as eligible for special education services. The findings suggest that parents use the group for the following purposes: (a.) expressive story-telling, (b.) seeking and giving advice, (c.) seeking or offering validation or encouragement, (d.) seeking or providing information, (e.) seeking or suggesting resources, and (f.) sharing celebrations and telling success stories for hope. Parents often discussed: How to deal with professionals (e.g., teachers, physicians), family, testing and diagnosis of disability, communicating with educators and the school context, Individualized Education Program (IEP) team meetings and reports, and family dynamics. The communication skills parents are most concerned about are writing and reading.

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