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Parents and schools: Commentary on “Identifying child, parent, and school correlates of stress among parents of children with intellectual and developmental disabilities” (Burke, Rios, & Aleman-Tovar, 2020)

Citation

Cuskelly, M, Parents and schools: Commentary on 'Identifying child, parent, and school correlates of stress among parents of children with intellectual and developmental disabilities' (Burke, Rios, & Aleman-Tovar, 2020), Research and Practice in Intellectual and Developmental Disabilities ISSN 2329-7018 (2020) [Contribution to Refereed Journal]

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Abstract

Schools are central to the life of students and to their parents, and this is so whether or not the child has a disability (Mann, Moni, & Cuskelly, 2016). Burke, Rios, and Aleman-Tovar (2020) are right to argue that more attention should be paid to the parent–school relationship as it has the potential to add to or ameliorate the stressors often associated with having a child with a disability (e.g., Patton, Ware, McPherson, Emerson, & Lennox, 2018). While some research on the roles of schools as supports or stressors, or both, of families has been conducted, there is a relatively little that has focused on parents of a child with a disability.

Item Details

Item Type:Contribution to Refereed Journal
Keywords:schools, parents, families, stress, disability
Research Division:Education
Research Group:Specialist studies in education
Research Field:Special education and disability
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Inclusive education
UTAS Author:Cuskelly, M (Professor Monica Cuskelly)
ID Code:138453
Year Published:2020
Deposited By:Education
Deposited On:2020-04-08
Last Modified:2021-11-02
Downloads:1 View Download Statistics

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