Processes Influencing Linkages between Preschool Handicap Classrooms and Homes

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Abstract
An ecological developmental perspective suggested by Bronfenbrenner (1979) was used to examine the processes influencing linkages between preschool handicap classrooms and children's homes. Data were gathered from questionnaires completed by 185 teachers. Results indicated that most programs provide several avenues for teacher-parent interactions. However, few avenues were used and those most often used were not the ones which contributed to teachers’ satisfaction with parent involvement in their program nor to improved parent-teacher communication from the teachers’ view. Teachers’ attitudes, how they were related to teacher-parent interactions, and how these attitudes were influenced by characteristics of the programs were also assessed. Implications for future research and educational practice were discussed.

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