File(s) under permanent embargo
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)
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.
History
Publication title
Research and Practice in Intellectual and Developmental DisabilitiesVolume
7Pagination
17-25ISSN
2329-7018Department/School
Faculty of EducationPublisher
RoutledgePlace of publication
AustraliaRepository Status
- Restricted