A Study of the Relationship Between General Education Teachers and the Parents of Children with Disabilities in an Inclusive Classroom

Abstract

This project aims to explore the relationship between general education teachers and the parents of children with disabilities, aged three years or younger, in an inclusive classroom. This was completed through an action research process using survey and field observations. The three research questions being addressed in the study are: 1. What is the relationship between general education teachers and parents of children three years and below with disabilities in an inclusive classroom? 2. How do the effective relationship dimensions support parents and teachers in an inclusive classroom? 3. What implications are needed to build an equitable, responsive and inclusive classroom for children with disabilities aged three years and below?